EANSO East African Nature and Science Organization Journals
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Succession Planning and Business Sustainability in Family-Owned Businesses: A Case of Ngong Hills Hotel, Nairobi, Kenya
Get PDFSuccession planning is a vital driver of business continuity and sustainability, particularly in family-owned hotels where leadership transitions often determine long-term survival. Despite its importance, there is limited empirical evidence from the Kenyan hospitality sector, where family businesses dominate but governance structures remain largely informal. This study examined the relationship between succession planning and business sustainability in Ngong Hills Hotel, a family-owned business in Nairobi. A descriptive case study design was adopted. Data was collected from 34 respondents, including directors, departmental managers, employees, and external stakeholders. Data collection methods included structured questionnaires, interviews, and observations. Findings revealed a strong association between succession planning and business sustainability (Mean = 4.15, SD = 0.52; r = 0.98). Most respondents agreed that succession planning supported continuity, employee morale, and reputation, although gaps were noted in documentation and youth involvement. The study concluded that structured succession planning is critical for sustaining family-owned hotels and recommends mentorship programs, formalised succession policies, and integration of younger family members into leadership pipeline
Interplay between Principals’ Autocratic Leadership Style and Teachers’ Levels of Job Commitment in Public Secondary Schools in Kitui County, Kenya
Get PDFJob commitment is critical for enhanced learning outcomes. The purpose of this study was to investigate the interplay of principals’ autocratic leadership style on teachers’ levels of job commitment in public secondary schools in Kitui County. Through examining the impact of autocratic leadership on teacher job commitment, this study will provide crucial insights for improving leadership practices that enhance teacher morale and enthusiasm and ultimately strengthen the quality of education, which is a global concern. The study was guided by Adorno et al. (1950). This study employed a convergent Parallel Mixed Methods Research Design whereby descriptive and phenomenology research designs were used. The target population was 410 public secondary schools, translating to 410 principals, 410 deputy principals, and 2417 teachers. Taro Yamane's formula was used to get a sample of 243 schools. The principals in these schools were automatically included in the study, hence purposive sampling. The formula was also used to get a sample of 343 teachers who were purposively sampled from the schools. The study used questionnaires to collect data from teachers and principals, while interview guides were used to collect data from deputy principals. Descriptive and inferential statistics were analysed using SPSS Version 28. A pilot was conducted to test the validity and reliability of research instruments. The statistics included descriptive and inferential statistics. Findings were presented in graphs, tables, and narratives. Results show that; autocratic leadership has a strong effect on affective commitment (M = 3.14, SD = 0.94, F (4,304) = 4.346, p = .000) and a strong impact on continuance commitment (M = 4.23, SD = 0.90, F (4,304) = 4.872, p = .000). Results further show that autocratic leadership does not significantly impact normative commitment (M = 2.52, SD = 0.99, F (4,304) = 1.137, p = .311). The study recommends that the Ministry of Education and the Teachers Service Commission should increase the number of quality assurance officers to ensure regular supervision of teachers and principals should be flexible and blend their leadership style with modern, transformative, and democratic style, which has a more positive impact on teacher job commitment
Experiences of Learners in the Context of Group Learning in Selected Primary Schools of Uganda
Get PDFThis study explores learners’ experiences with group learning in selected primary schools in Uganda, addressing the growing need for collaborative pedagogical approaches in diverse educational settings. Focused on primary schools in Mityana District, the study’s findings are context-specific but offer transferable insights for similar educational contexts. The research highlights the significance of group learning in fostering peer interaction and collaborative problem-solving, which are essential in the context of 21st-century education. Grounded in Vygotsky’s Social Constructivist Theory, Bandura’s Social Learning Theory, and Piaget’s Constructivist Theory, this study investigates the benefits and challenges learners face during group activities. A qualitative exploratory case study design was employed, utilising focus group discussions (FGDs), classroom observations, and lesson plan analyses to gather comprehensive insights from learners in both government-aided and private primary schools. The findings reveal that learners value group learning for fostering idea exchange, accelerating problem-solving, enhancing conceptual understanding, boosting confidence, and making learning enjoyable. The formation of mixed-ability and interest-based groups provided opportunities for peer tutoring, aligning with Vygotsky’s concept of the Zone of Proximal Development (ZPD), where learners benefited from peer support and diverse perspectives. Despite challenges such as passive participation by some members and resource limitations, the study underscores the importance of group learning in promoting active engagement and inclusivity. This study contributes to the body of knowledge by offering empirical insights into how group learning can be effectively implemented in primary education, emphasising its role in enhancing academic performance and social skills development. The findings have implications for educational policy and practice, advocating for structured and inclusive group learning strategies in primary school classroom
Teachers’ Perception of Alternative Assessment Practices in Public Senior High Schools in Sefwi Wiawso Municipality, Ghana
Get PDFThis study explores teachers’ perceptions of alternative assessment practices in public senior high schools in the Sefwi Wiawso Municipality, Ghana. The study is grounded in a positivist paradigm and informed by constructivist learning theory and cognitive development theory. A descriptive survey design and a quantitative approach were employed. The study population comprised 210 teachers from public senior high schools in the municipality, all of whom were selected using a census approach. Data were collected using a self-constructed questionnaire aligned with the research objectives, with reliability coefficients ranging from 0.88 to 0.97. Descriptive statistics (frequencies and percentages) and inferential statistics (one-sample t-tests) were used to analyse the data. The findings revealed that teachers held favourable perceptions of alternative assessment. Additionally, teachers reported using the results of alternative assessments to design appropriate learning strategies, encourage students to take responsibility for their learning, and promote self-reflection. The study recommends improving the teacher-student ratio to reduce large class sizes, which make alternative assessment tasks time-consuming and challenging. Also, school authorities should allocate sufficient funds to heads of departments to procure essential logistics and resources, and to finance alternative assessment activities and projects that support students' knowledge and skills developmen
Learning Challenges to Inclusive Learning in Pre-Primary Schools in Eldoret East Sub-County, Uasin Gishu County, Kenya
Get PDFThe purpose of this study was to investigate the learning challenges to inclusive education in pre-primary schools in Eldoret East Sub-County, Uasin Gishu County, Kenya. The study targeted pre-primary school teachers, head teachers, and education stakeholders. The study selected a sample size of 201 respondents through stratified random sampling. Data was collected through a descriptive survey design with key instruments including questionnaires and interview guides. Major findings revealed significant challenges in the implementation of inclusive education, with 67.7% of respondents indicating inadequate teacher training for supporting diverse learning needs, while 74.6% reported insufficient resources, including teaching aids and infrastructure. Additionally, 69.7% of respondents identified negative community attitudes as a barrier to inclusive learning. These challenges were echoed in the head teacher interview, where limited teacher preparedness and resource constraints were highlighted as critical issues. The study concluded that effective inclusive education is hindered by gaps in teacher training, inadequate resources, and a lack of government support, as well as negative community perceptions. Based on these findings, the study recommends the investment in comprehensive teacher training, increased government funding for school infrastructure, and community awareness programs to foster positive attitudes toward inclusive education. These measures are essential to improving inclusive learning environments and ensuring that learners with diverse needs receive the support they require to thrive in pre-primary schools
Self-Awareness and Mathematics Achievement among Ordinary Level Secondary School Students under the Competency-Based Curriculum in Mbarara City
Get PDFThe study explored the relationship between self-awareness and academic achievement in mathematics among ordinary-level secondary school students in Mbarara city, Uganda. A quantitative research approach using a cross-sectional design was adopted. A sample of 235 ordinary level students randomly selected from both private and public secondary schools participated in the study. Data on self-awareness was collected using the self-awareness scale developed by Scheier and Carver (1985), while academic achievement was measured using standardised end-of-term mathematics scores. Descriptive statistics and the Pearson product moment correlation coefficient were used to analyse the data. The findings revealed a moderate positive correlation (r =.543, p ≤ .01) between self-awareness and mathematics achievement among ordinary level secondary school students in Mbarara city. The study concludes that fostering self-awareness is a valuable intervention in enhancing achievement in mathematics. Recommendations for future research include conducting longitudinal studies on self-awareness among college and university students
Investigating the Influence of Training Resources and Materials in In-Service Teacher Training on the Implementation of the Competence-Based Curriculum in Public Primary Schools in Kilifi County, Kenya
Get PDFThis study investigates the adequacy and effectiveness of training resources and materials in supporting in-service teacher training for implementing the Competency-Based Curriculum (CBC) in Kenya. The findings highlight significant gaps in resource provision, particularly in ICT tools and textbooks, emphasizing the need for enhanced support to ensure effective curriculum delivery and teacher preparedness. Findings revealed that over one-third (32.2%) of respondents reported that textbooks were adequate, while 40.7% indicated that ICT tools were adequate, which influenced teacher preparedness and curriculum delivery. Furthermore, it was noted that materials like teacher manuals and lesson plans were perceived as moderately effective (39.4%). On the other ICT resources and e-learning tools were reported as largely ineffective by 52.3% of respondents. Chi-square analysis highlighted statistically significant associations between the availability of key resources and instructional delivery, assessment, and professional growth. The study underscores the need for comprehensive teacher support, recommending enhanced provision of quality training materials, investment in ICT infrastructure, regular resource evaluation, and strengthened professional development programs. These measures are critical for the successful implementation of CBC and the realization of its objectives in Kenya’s education secto
The Role of Emotional Intelligence in Fostering Doctoral Students’ Timely Completion
Get PDFTimely completion is not only a reflection of an individual’s academic success but also a critical indicator of the institution’s credibility and competitiveness. The purpose of this review was to explore the role played by emotional intelligence in influencing the timely completion of doctoral students. The study employed a qualitative approach, based on existing research studies, to draw conceptual and theoretical insights on the role played by emotional intelligence in fostering timely completion. The study revealed that students with higher emotional intelligence tend to manage stress easily and initiate and maintain relationships, enabling them to handle academic challenges and meet deadlines. The paper recommends that for timely completion to be attained, universities should aim to impart personal skills to students, such as intrapersonal skills, interpersonal skills, stress management, adaptability, and general mood. This can be implemented during the guidance and counselling programmes of the university, like orientation, and also during the teaching and learning process. The study proposes extending Bar-On’s model of emotional intelligence to address the problem of completion among doctoral students. The study contributes to the body of knowledge on emotional intelligence and timely completion among doctoral students, unlike other categories commonly studied, such as undergraduate, secondary, and primary student
Teachers’ Perception of Leadership Competencies of Headteachers Transferred Due to Overstay in Their Previous Schools
Get PDFThe study sought to explore teachers’ perceptions of leadership competencies of transferred head teachers due to overstay in selected government-aided secondary schools in the Central Region of Uganda. This study was based on the phenomenological design where the study participants involved teachers, headteachers and a participant from the Commissioner Secondary Education Department (CSED). These participants were purposively selected. Interview guides were the data collection instruments. Data was thematically analysed. Results revealed that headteachers with emotional intelligence were always transferred using the overstay transfer means. The study concluded that headteachers with leadership competencies (self-awareness, emotional control, transparency, accountability, achieving highly, having high confidence) among others are transferred using overstay The study therefore recommends that relevant stakeholders at MoES, Department of Secondary School Education, Board of Governors do the following to improve on headteachers' transfers: There is a need to emphasise that headteachers reflect on the emotional intelligence leadership competencies desired in the contemporary world. This would be done by organising refresher training courses like workshops, study conferences, and study leaves to ensure that these headteachers develop the desired leadership competencies at school. Finally, it was recommended that the key stakeholders should monitor and supervise the activities of headteachers to ensure that they use acceptable leadership competencies if they are to be transferred using overstay means
Teachers’ Proficiency in Designing Competence-Based Curriculum Formative Assessment Tools in Selected Public Secondary Schools in Mpigi District, Uganda
Get PDFUganda’s Competency-Based Curriculum (CBC) emphasises learner-centred pedagogy and continuous assessment to foster critical thinking, creativity, and lifelong learning. Formative assessment tools are central to this approach, enabling teachers to monitor learner progress and adjust instruction accordingly. This study investigated the proficiency of teachers in designing Competency-Based Curriculum (CBC) formative assessment tools in selected public secondary schools in Mpigi District, Uganda. Employing a qualitative research design, the study purposively sampled two Head teachers, five classroom teachers, and two education officials from the National Curriculum Development Centre (NCDC) and the Uganda National Examinations Board (UNEB). Data were collected through in-depth interviews and documentary reviews, and analysed using thematic analysis. Findings revealed that teachers demonstrated limited proficiency in developing CBC-aligned formative assessment tools. Key major challenges included inadequate instructional resources, large class sizes, and the time-intensive nature of tool development. Furthermore, the study identified a significant gap in teacher training, with limited opportunities for professional development specifically focused on the design of CBC formative assessments. The study recommends practical workshops and seminars to improve teachers’ skills in developing CBC-aligned assessment tools, especially rubrics that evaluate competencies like problem-solving and critical thinking. External guides and supplementary materials should be provided to support the creation of these tools, particularly in resource-constrained contexts. This aligns with Bigg’s emphasis on assessment tasks that reflect intended learning outcomes. There is a need to introduce targeted training programs on developing and using rubrics for competency-based grading, supported by national guidelines from NCDC and UNEB. These programmes should focus on shifting from fact-based scoring to assessing competency progression. Training in rubric development is essential to align marking with CBC competencies, as per Bigg’s theory. In conclusion, improving teachers’ assessment literacy through structured support and training is vital for successful CBC implementation in Uganda’s secondary education syste