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All Journal Journal Integration of Social Studies and Business Development
Njihia, Mukirae
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Humanities Decision Sciences, Operations Research & Management Social Sciences

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Journal : journal integration of social studies and business development

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Curbing Students' Bullying Among Secondary School Learners: The Effectiveness of School Bullying Interventions Kioko, Joseph Wambua; Njihia, Mukirae; Mutune, Susan
Journal Integration of Social Studies and Business Development Vol. 2 No. 1 (2024)
Publisher : Integrasi Sains Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58229/jissbd.v2i1.144

Abstract

This study investigates the effectiveness of bullying interventions in addressing student bullying within secondary schools in Machakos County. Anchored on social learning theory, which elucidates the role of behavior in fostering bullying among learners, the research employed a descriptive survey research design to gather and analyze primary data. A sample of 333 respondents was drawn from a population of 116,053 individuals across 36 schools. Questionnaires and interview guides served as the primary research instruments. The analysis encompassed both qualitative and quantitative methods. Results revealed persistent student bullying despite intervention efforts, with disciplinary measures like suspensions and punishments predominantly employed. Conversely, restorative interventions, anti-bullying programs, and supportive measures were underutilized, demonstrating ineffectiveness in bullying eradication. The study underscores the prevalence of student bullying in secondary schools, attributing it to the inadequate implementation of interventions. Recommendations urge school principals and stakeholders to enhance the efficacy of bullying interventions in secondary education settings.
School Principals’ Strategic Planning Competences And Their Influence On Academic Performance In Public Secondary Schools In Makueni County, Kenya Sila, Killian Muendo; Njihia, Mukirae
Journal Integration of Social Studies and Business Development Vol. 3 No. 1 (2025)
Publisher : Integrasi Sains Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58229/jissbd.v3i1.269

Abstract

This study investigates the impact of strategic planning competencies on the academic performance of public secondary schools in Makueni County, Kenya. Specifically, it examines how principals' competencies in human resource planning, technology integration, school culture alignment, and strategic direction-setting influence academic outcomes. Grounded in the contingency theory of leadership, the study employs a descriptive research design. The target population included 385 public secondary schools in Makueni County, with principals and teachers as key respondents. A 10% sampling threshold was applied, resulting in a sample of 39 schools. School principals were purposively selected, while 368 teachers were randomly sampled using a structured formula. Data were collected via questionnaires for teachers and interview guides for principals and analyzed using both qualitative and quantitative methods. The findings indicate that human capital development is a critical strategic competency among school principals that significantly enhances academic performance. Furthermore, principals' ability to leverage ICT positively affected academic outcomes. School culture alignment emerged as another essential competency, impacting the schools' overall performance. Additionally, the ability of school principals to set a clear strategic direction was found to play a significant role in achieving academic success. The study concludes that poor academic performance in Makueni County’s secondary schools is closely associated with deficiencies in principals' strategic planning competencies, particularly in areas such as human capital development, ICT integration, strategic direction-setting, and school culture alignment. The study recommends that school principals enhance their strategic planning skills to improve academic performance.
Co-Authors Kioko, Joseph Wambua Mutune, Susan Sila, Killian Muendo