This study examines the relationship between training initiatives and institutional growth outcomes at the University for Development Studies (UDS). Drawing on Resource-Based View v(RBV) theory, the research investigates whether staff perceive training investments as contributing to organizational capabilities that drive institutional growth, competitiveness, and strategic goal achievement. Data were collected from 198 teaching and non-teaching staff at UDS using a cross-sectional survey design. Chi-square tests were used to examine associations between staff category and perceptions of training’s contribution to ten institutional growth indicators, including productivity, teamwork, service delivery, innovation, goal achievement, and reputation enhancement. Staff demonstrated strong consensus that training contributes to institutional growth outcomes, with mean ratings exceeding 3.95 on a 5-point scale across all dimensions. However, only one statistically significant staff category difference emerged: non-teaching staff more strongly associated training with organizational goal achievement. The absence of significant differences across nine other growth indicators suggests training’s organizational benefits are perceived uniformly regardless of professional category, contrasting sharply with documented differential individual-level returns. The findings extend RBV theory to higher education training contexts, demonstrating that training investments generate perceived organizational resource advantages that transcend professional category boundaries. While individual training returns vary by staff category, organizational growth benefits appear to operate through collective mechanisms producing shared perceptions across the institutional workforce. Universities can leverage training investments for organizational growth outcomes regardless of staff category composition. The universal organizational benefit perception suggests training effectively builds institution-wide capabilities even when individual performance returns vary. Resource allocation decisions should account for both differential individual returns and uniform organizational benefits. This study provides the first empirical examination of training-institutional growth relationships through an RBV lens in African higher education, distinguishing organizational-level from individual-level training outcomes and revealing divergent patterns of staff category effects across these analytical levels.
The main objective of the study is to find out the significance of the mediating effects of transformational leadership and work engagement on the relationship between professional self-esteem and teacher efficacy. Utilizing a correlational technique along with a quantitative, non-experimental and mediation research design, data were obtained from 335 public elementary teachers working in four large schools. The researcher used a cluster sampling technique and the statistical tools mean, Pearson r, and path analysis. From the results of the study, it was found that there are very high levels of professional self-esteem, teacher efficacy, transformational leadership of school heads, and work engagement. Moreover, there are no significant relationships between professional self-esteem and transformational leadership, and between transformational leadership and teacher efficacy. There are also no significant relationships between work engagement and teacher efficacy, and professional self-esteem and work engagement. However, there is a significant relationship between professional self-esteem and teacher efficacy. Furthermore, transformational leadership and work engagement have no significant combined mediation on the relationship between professional self-esteem and teacher efficacy. The findings of this study provide implications for policymakers in drafting plans, school heads in creating programs, and teachers in improving their transformational leadership, work engagement, professional self-esteem, and teacher efficacy. Keywords: education, professional self-esteem, teacher efficacy, transformational leadership, work engagement, correlation, teachers, Philippines
Climate change is a natural process where temperature, rainfall, wind and other elements of weather vary over decades or more. It has negative effects such as global warming and excessive rain leading to flooding that affects individuals and schools. Principals, as community change agents and being in charge of people, are expected by the Teachers Service Commission (TSC) to participate in national climate change mitigation efforts through mobilizing teachers, students, and parents to grow trees in their school localities. This is because grown trees create a micro-climate that favour a myriad of vital human activities which are currently threatened by climate change effects. Effects of climate change such as global warming, floods and landslides affect schools’ programs, hence becoming an administrative issue for principals. For example, on 3rd May, 2024, schools’ reopening for the second term was postponed indefinitely due to floods. The principals’ role in mitigating climate change is crucial. This can be done through tree growing, growing flowers, and proper waste management alongside other environment conservation activities. In Rarieda Sub County (SC), the effects of climate change have been observed in terms of drought, famine, high temperatures and scarcity of water, making most schools source water from far places. The Global Forest Watch (2023) revealed that in 2010, Rarieda SC had a tree cover of 3.1 %, which was reduced by 615 million hectares (Mha) by 2022, against the Siaya County average at 11.0%, both being lower than the national average at 12.3%. The problem is that Rarieda SC has the lowest tree cover in Siaya county which is also declining at the highest rate. Therefore, the purpose of the study is to examine the effectiveness of principals in mitigation of climate change in mixed-day secondary schools in Rarieda SC. The effectiveness of the principals is evidenced by the level of engagement of teachers, students and parents in tree growing that results in an increase in tree cover. The objectives of the study are to establish the level of principals’ engagement of students in tree growing for climate change mitigation in mixed day secondary schools in Rarieda SC, to determine the level of principals’ engagement of teachers in tree growing for climate change mitigation and to determine the level of principals’ engagement of parents in tree growing for climate change mitigation in mixed day secondary schools in Rarieda SC. The study is anchored on the Gallup model of employee engagement (Gill, 2009). The tenets of the model are empowerment, enablement and connection. The research design is a descriptive survey. The population of the study is 35 principals of mixed day secondary schools, 575 teachers, 4513 students and 35 parents. The study used census sampling to select the schools and principals. Oso and Onen's table was used to select the number of students to participate in the study. Saturated sampling was used to select the SCQASO. The validity of the instruments was subjected to scrutiny by experts at the School of Education. Internal consistency reliability was used to ensure the reliability of the data. Data collection was done using questionnaires and interview schedules. Data analysis was done using descriptive statistics. The findings showed low principal engagement of students, teachers and parents in tree-growing activities in mixed-day secondary schools in Rarieda Sub-county, with mean scores of 1.549 for students, 1.4396 for teachers, 2.025 for principals and 1.33 for parents.
Although digital learning offers flexibility and improved access to higher education, particularly for upgrading nursing students, its effectiveness largely depends on the availability of adequate infrastructural resources. This study examined the influence of infrastructural factors on online learning among upgrading nursing students at Kenya Methodist University, Kenya. The study adopted a descriptive cross-sectional research design using a mixed-methods approach. Quantitative data were collected from 200 upgrading nursing students selected through probability random sampling using semi-structured questionnaires, while qualitative data were obtained through purposive interviews with four lecturers involved in digital education and one university administrator. Quantitative data were analyzed using descriptive and inferential statistics, whereas qualitative data were analyzed thematically to complement and explain the quantitative findings. The findings demonstrated that infrastructural factors significantly influenced the quality of online learning among upgrading nursing students. The findings demonstrated significant associations between perceived online learning quality and the availability of computer laboratories (p = 0.008), adequate computers (p < 0.001), stable internet connectivity (p = 0.002), standby generators (p < 0.001), powered lecture rooms (p < 0.001), TV/DVD facilities (p < 0.001), and Smart Boards (p = 0.011). However, ICT accessibility (p = 0.306), ICT policy (p = 0.094), and stable electricity supply (p = 0.162) were not significantly associated with perceived online learning quality. Qualitatively, unreliable internet connectivity, intermittent power supply, limited access to digital devices, and system instability disrupted participation, reduced engagement, and constrained students’ online learning experiences. The study recommends strengthening ICT infrastructure for enhanced quality of online learning.
This study examined the influence of teacher motivation factors on learner competency development in public primary schools in Tana River Sub-County, Kenya. The objectives were to find out the influence of teacher job security on learner competency development and to find out the influence of teacher working environment on learner competency development. The study was anchored on Herzberg’s Two-Factor Theory and adopted a convergent parallel mixed-methods design. The target population comprised 30 public primary schools, 30 head teachers, 250 teachers, 1,300 learners, and 2 Sub-County Education Officers. Twenty schools were selected through simple random sampling, while proportionate stratified random sampling was used to select 154 teachers and 306 learners. Twenty head teachers and two Sub-County Education Officers were purposively selected. Out of the intended 482 respondents, 454 participated, giving an overall response rate of 94.2%. Data were collected using questionnaires for teachers and learners and semi-structured interview guides for head teachers and the Education Officers. Quantitative data were analyzed using frequencies, percentages, and mean scores, while qualitative data were analyzed thematically and integrated with the quantitative findings during interpretation. The findings showed that all four teacher motivation factors were perceived to influence learner competency development positively. Teacher job security recorded mean scores of 3.15 for teachers and 3.38 for learners, with the main contribution being associated with teacher continuity and stability of instruction. The working environment recorded the highest and most consistent scores, with means of 3.44 for teachers and 3.43 for learners, highlighting the importance of adequate resources, supportive school management, safe working conditions, and manageable class sizes. Teacher recognition recorded mean scores of 3.34 among teachers and 3.42 among learners, indicating that appreciation and acknowledgement were associated with stronger teacher morale and instructional engagement. Financial incentives recorded mean scores of 3.20 for teachers and 3.34 for learners, suggesting that remuneration and rewards supported teacher motivation and commitment, which in turn enhanced learning experiences. The study recommended an integrated approach to teacher motivation through improved working conditions, transparent recognition practices, instructional continuity, adequate staffing and resources, and fair financial support.
