This article explores the concept of out-of-field teaching in rural schools with specific focus on its occurrence, implications, and the role of school leadership in dealing with this approach to teaching in the face of the challenges posed by COVID-19. An extensive literature review was conducted to provide a clearer conceptual understanding of this practice and the role of leadership in its execution in rural schools. Out-of-field teaching is increasingly becoming common practice around the world and it is not widely researched. There is lack of adequate research-based information and empirical data on the prevalence of this practice in third-world rural contexts. In this paper, the researchers set out to describe, document, and provide a theoretical perspective regarding the occurrence of this practice in South African rural schools. They conceptualise it against the challenge of curriculum reforms, post provisioning, rationalisation, and the redeployment processes in schools. This paper will contribute to policy and practice by exposing the centrality and fluidity of leadership in dealing with the above challenges which lead to the enactment of the out-of-field teaching approach in order to cushion the processes of teaching and learning against the external threats posed by pandemics on the system.

This paper explores the Head teachers’ motivational skills on learners and teachers in influencing performance in Public Primary Schools in Uriri Sub-County. Using correlational methodology and survey techniques, the study investigates how motivational practices of School Head teachers’ influence learners’ motivation, subsequently affecting the performance outcomes of pupils within the school. The study population comprises of Head teachers and teachers from Public Primary Schools in Uriri Sub-County, Kenya. Questionnaires were developed and validated for both Head teachers and teachers, focusing on motivational approaches. Data analysis involved descriptive statistics and Pearson correlation. Findings indicate a positive correlation between effective practices by Head teachers and teacher motivation levels on learners’ academic. Additionally, teacher motivation has been linked to improved performance outcomes among both educators and students. This research contributes to understanding the critical role of school Head teachers’ motivational approaches in shaping educational outcomes. By elucidating the dynamics of motivational approaches, insights for better educational practices are enhanced for a conducive learning environment.

Advocacy has been made for varied teaching strategies towards enhancing the cognitive attainment of students particularly at high schools. Much has not been done on the engagement of learners in laboratory activities for practical physics. We investigated the effect of laboratory activities on students’ performance in practical physics in selected secondary schools focusing on group and individual activities. Two research questions and one hypothesis guided the study. It is a quasi-experimental design using pre-test and post-test with experimental groups. The instrument used was a researchers developed performance test tagged “Practical Physics Performance Test (PPPT). A reliability coefficient of r=0.77 was obtained using Kuder-Richardson KR-21 method. The experiment was conducted for a period of six weeks after which the posttest was administered to the three groups. Research questions were answered using mean and standard deviation. The null hypothesis was tested using Analysis of Covariance (ANCOVA). The result revealed that students taught practical physics using group laboratory activity performed significantly more than students that were taught practical physics using individualized and lecturing activities. Teachers are therefore required re-strategies on how best to involve students into group laboratory activities during practical physics instructions to facilitate high level cognition. Sub-group approach that are monitored by the teacher with hybrid of fast and slow learners can be adopted.

This research examined the impact of students' characteristics and their perceptions about learning environment on mathematics and science achievement. It specifically aimed to demystify the effect of gender, economic, social and cultural status, immigrant background, teacher feedback, teacher support, exposure to bullying, and disciplinary climate on on mathematics and science achievement. Furthermore, it reanalyzed the results of the 2018 PISA-Saudi Arabia. Economic Social and Cultural Status, Gender, Teacher Support, and Immigrant Background found to have an influence on mathematics and science achievement. The study recommended that educational institutions in Saudi Arabia should pay attention to gender differences and the economic, social and cultural status, and immigrant backgrounds of students.

Since vocational education gives young people the knowledge and skills they need to succeed in the workforce, it is crucial for human development. The purpose of this study was to evaluate how satisfied trainees were with their vocational training and skill development in Tana River County vocational training facilities. Data were gathered using a descriptive research approach that included both quantitative and qualitative methods. There were nine Vocational Training Centres in Tana River County, with a total of two hundred and fifty trainees. The trainees were chosen at random. Trainee data was gathered using questionnaires. The SPSS version 26 was used to analyze, code, and critical quantitative data. Pie charts and graphs were used to display the data that had been analyzed. The results of the study showed that the trainees believed academic education was superior and that vocational skills were for failures.

Purpose: This paper describes the contribution of church missionary society (C.M.S) to the development of teacher education in Kahuhia Normal school. Methodology: This being a historical study, it is based on the analysis of Primary sources of data local written sources, oral sources and archival material through an historical inquiry. Other archival sources referred to were school records documents, photographs, correspondences, minutes and reports of colonial annual meeting. Secondary sources were used to supplement primary data such as books and unpublished and published documents. The interviews were noted, transcribed and a thematically analyzed using qualitative method. Results: The findings demonstrated that Missionaries were major providers of teacher education in the colonial Kenya leading them to gain acceptance and this culturally and socially changed the people of Kahuhia. Consequently, Church Missionary Society employed a strict program of enculturation of African catechist through the provision of education. This led to the emergence of pioneer teacher evangelists and educated elites.it can be concluded that C.M.S played a vibrant role on the growth and development of teacher education in Kenya through the establishment of Kahuhia Normal School. The historical growth and development of the institution from 1922 to 1961 can be greatly attributed to the activities of the C.M.S as well as the Africans who played significant role such as providing land for the establishment of as schools in their area. The establishment of Kahuhia Normal school in turn was consolidated Kahuhia’s social and economic power bring transformation in Kahuhia community and Kenya at large.