http://hdl.handle.net/123456789/6746 2026-11-15T18:07:42Z http://hdl.handle.net/123456789/19854 INFLUENCE OF HEADTEACHERS’ MANAGEMENT OF PHYSICAL INFRASTRUCTURE ON ATTAINING CBE-SET GOALS AMONG JUNIOR SCHOOL LEARNERS IN KAJIADO CENTRAL SUB-COUNTY, KENYA Catherine Siimoi Metekai, Paul Maithya, Mwaura Kimani This study examined the influence of Headteachers’ Management of physical infrastructure on the attainment of CBE set goals among Grade Seven learners in junior schools in Kajiado Central Sub-County of Kenya. A descriptive survey design was adopted, integrating quantitative and qualitative approaches. The target population comprised 3,640 learners, 520 teachers, and 104 headteachers, from which a sample of 360 learners, 226 teachers, and 11 headteachers was drawn using Yamane’s formula and purposive sampling. Data were collected using questionnaires, observation checklists, headteacher interviews and document analysis of KPSEA records. Quantitative data were analyzed using descriptive statistics, while qualitative data were thematically analyzed and triangulated with quantitative results. Observation checklist results revealed disparities in infrastructure: while 61.1% of schools had adequate classrooms, 38.9% experienced overcrowding. Only 55.6% had science laboratories and ICT devices, and 61.1% had adequate play materials. Document analysis indicated that KPSEA mean scores averaged 251.67, with attendance rates at 85% and retention rates at 89%, though some schools recorded attendance as low as 75%. These disparities were strongly linked to resource availability. The study concluded that CBE goal attainment in Kajiado Central Sub-County is shaped by physical infrastructure, learning materials, and teacher qualifications. The study recommends increased investment in school physical infrastructure, particularly classrooms, sanitation, and ICT and science facilities, to address overcrowding and resource constraints. 2026-01-01T00:00:00Z http://hdl.handle.net/123456789/18613 Pupil’s Creativity and Achievement Goals under the Competency-Based Curriculum in Public Primary Schools in Kisii-Central Sub-County, Kisii, Kenya Brian Nyangaresi Omwene, Mukolwe Asakhulu Newton, Mary Consolata Shinali The Competency-Based Curriculum (CBC) in Kenya emphasizes the development of practical skills, critical thinking, and creativity, shifting away from traditional content-based education. Despite this focus, the relationship between pupils’ creativity and their achievement goals under the CBC remains underexplored. This study examined the relationship between pupils’ creativity and their achievement goals in public primary schools in Kisii-Central Sub-County, Kenya. The study was guided by the Divergent Theory of Creativity and employed a correlational research design. The target population consisted of 3,923 Grade 6 pupils from 75 public primary schools in Kisii-Central Sub-County. A sample of 350 pupils was selected using stratified and simple random sampling techniques. Data were collected using a structured questionnaire designed to measure pupils’ creativity, with achievement goals assessed using school-based CBC assessment scores. The findings revealed a statistically significant negative relationship between creativity and achievement goals (r = -0.241, p < 0.01), indicating that pupils with higher creativity levels tend to set lower achievement goals. This result challenges conventional assumptions about the role of creativity in achievement goals and suggests that creative pupils may prioritize skill mastery and intrinsic motivation over external performance metrics. The study recommends that educators and policymakers revise assessment frameworks to better capture and reward creativity, ensuring that creative pupils are supported in balancing their innovative approaches with measurable academic outcomes. 2025-11-01T00:00:00Z http://hdl.handle.net/123456789/18612 Influence of class teachers’ teaching experience on the self-esteem of orphaned pupils in public junior schools in Nairobi County, Kenya Naomi Kanyua Musyoki, Mukolwe Asakhulu Newton, Maria Ntarangwe The self-esteem of orphaned pupils plays a critical role in their academic performance, social development, and emotional resilience. In Nairobi County, Kenya, where a significant number of children in public junior schools have lost one or both parents, it becomes imperative to understand the role educators play in shaping their psychological well-being. Among various teacher characteristics, teaching experience is presumed to influence how effectively educators support emotionally vulnerable learners. This study sought to investigate the relationship between class teachers’ teaching experience and the self-esteem of orphaned pupils in public junior schools in Nairobi County. Guided by Rosenberg’s Self-Esteem Theory (1965), Harter’s Self-Perception Profile (1985), and SelfDetermination Theory by Ryan and Deci, the study employed a correlational research design targeting 192,113 orphaned pupils across 237 public junior schools. A stratified random and purposive sampling technique was used to select a sample of 400 orphaned pupils and their respective class teachers. Data were collected through structured questionnaires and analyzed using both descriptive statistics and Pearson’s chi-square tests. The findings revealed a statistically significant relationship between teaching experience and the self-esteem of orphaned pupils (χ² = 169.93, p = 0.009), leading to the rejection of the null hypothesis. Experienced teachers, particularly those with over 10 years in service, were found to foster higher levels of self-esteem among orphaned pupils. These teachers demonstrated greater emotional competence, consistent behavior, and adaptive classroom management styles that provided a sense of stability and reassurance for their learners. In contrast, teachers with limited experience were less effective in responding to the psychosocial needs of orphans, resulting in comparatively lower self-esteem levels among these pupils. These findings emphasize that teaching experience transcends content delivery; it contributes to relational trust, emotional guidance, and the creation of inclusive classroom environments. The study recommends that teacher training programs and education policies should prioritize equipping novice teachers with psychosocial support skills, particularly in multicultural and socioeconomically diverse settings like Nairobi County. Additionally, mentorship programs pairing less experienced teachers with seasoned educators can foster the transfer of affective teaching strategies essential for supporting vulnerable learners. Ultimately, addressing the emotional and psychological needs of orphaned students through experienced and empathetic teaching can significantly enhance their overall development and academic success. 2025-01-01T00:00:00Z http://hdl.handle.net/123456789/18611 Influence of Class Teachers' Academic Qualifications on the Self-Esteem of Orphaned Pupils in Nairobi County Public Junior Schools Naomi Kanyua Musyoki , Mukolwe Asakhulu Newton, Maria Ntarangwe The influence of class teacher qualifications on the self-esteem of orphaned pupils is critical to achieving Sustainable Development Goal 4, which emphasizes inclusive and equitable quality education. In Kenya, the government allocates nearly 8 billion shillings annually to the Orphans and Vulnerable Children (OVCs) program, yet limited research examines how teacher academic qualifications shape orphaned learners’ self-esteem in junior schools, where parental guidance is often absent. Self-esteem is vital for academic engagement and performance, particularly for double orphans. This study investigated the impact of class teachers’ academic qualifications on the self-esteem of orphaned pupils in Nairobi County’s public junior schools. Using a correlational design, the study sampled 400 pupils and their class teachers from 237 schools. Data were collected via structured questionnaires, including the Rosenberg Self-Esteem Scale, and analyzed using descriptive statistics and chi-square tests. Findings revealed no statistically significant relationship between teachers’ academic qualifications and orphaned pupils’ self-esteem (χ² = 4.23, p = 0.76). This suggests that credentials alone do not determine emotional support capacity. The study concludes that relational qualities, such as emotional intelligence, are more critical than academic expertise in fostering self-esteem among orphaned learners. Recommendations include revising teacher preparation programs to integrate psychosocial competencies and policy interventions emphasizing trauma-informed practices. These insights inform evidence-based strategies for enhancing teacher training and supportive classroom environments for orphaned pupils. 2025-10-01T00:00:00Z