Master of Education in Leadership and Educational Management

Influence Of Parental Involvement on Learners’ Academic Performance in Junior Schools in Imenti North Sub County, Meru County, Kenya

Mon, 01 Sep 2025 00:00:00 GMT

Influence Of Parental Involvement on Learners’ Academic Performance in Junior Schools in Imenti North Sub County, Meru County, Kenya Gakii, Richard Betty The Kenyan Competency-Based curriculum has continued to demand a lot of parental involvement in children’s education for better performance. However, the academic performance of learners in junior schools has been low while, the extent to which academic performance of junior learners is influenced by different parameters of parental involvement is not clear. This study aim was to evaluate the influence of parental involvement on the academic performance of learners in junior schools in Imenti North Sub-County, Meru County. The specific objectives were to assess parents’ provision of basic needs, parents’ participation in school meetings; academic and homework supervision and involvement in school decision-making on the academic performance of learners in junior schools in Imenti North Sub-County. The study was informed by the Epstein’s Model of Parental Participation. It also employed a descriptive survey research design. The research targeted 26 head-teachers, 26 class-teachers, 1170 JS learners and 1170 parents totaling to 2392. A sample size of 158 consisting of 8 head-teachers, 8 class teachers, 71 learners and 71 parents in Imenti North Sub-County facilitated the research. A Stratified sampling procedure was used sample schools from two strata and simple random sampling was adopted to obtain learners and parents’ participants. The head-teachers and class teachers from each sampled school included using purposive sampling. Data was gathered using questionnaires, interview guide and focus group discussion. Piloting of the research tools was done at Tigania west sub county, Meru County. Data validity was ensured by checking construct, content and face validity, while reliability by computing Cronbach alpha values where an alpha value of 0.7 or greater than indicated reliability. Quantitative data was analyzed using SPSS version 26. Thematic analysis was utilized to analyze the qualitative data. Quantitative findings were presented using tables and figures. For the qualitative data, narration was adopted. The study noted that provision of basic needs was necessary for realizing learners’ performance. Better communication strategies, leadership styles that encourage parent involvement in meetings and parents’ education are also major support systems to child’s education. The study recommends the government to provide learning resources, facilities and healthcare strategy to address the threat to the provision of basic necessities. Also, NGOs and Churches to intervene to support school food program. JS head-teachers should strengthen communication by speaking the needfulness of meetings, timely relaying the messages, establish how parents will be engaged, participate and give feedback concerning what is discussed in the meetings. The findings implicate junior school policies, best-practices, guidelines and measures to guide parent retooling, heads participatory leadership styles, comprehensive communication strategies and diversifying avenues of parent involvement.

Analysis Of Select Determinants of Job Satisfaction Among Tutors in Technical Training Institutions in Meru County, Kenya

Mon, 01 Sep 2025 00:00:00 GMT

Analysis Of Select Determinants of Job Satisfaction Among Tutors in Technical Training Institutions in Meru County, Kenya Faith, Majau Nkatha The contribution that tutors make towards the imparting knowledge and skills to students is paramount. That notwithstanding, there has been an acute shortage of qualified tutors in Kenyan technical training institutes due to poor satisfaction with their roles. The purpose of this study was to conduct an analysis of select determinants of job satisfaction among tutors in technical training institutions in Meru County, Kenya. The specific objectives were to examine the influence of learning facilities, remuneration, promotion, and tutors’ recognition, on job satisfaction of tutors in technical training institutions in Meru County, Kenya. The study was guided by two theories which include the Herzberg two-factor theory and the expectancy theory. Further, cross-sectional research design was administered in the consideration of collecting data from various participants such as principals, HR managers, departmental heads and tutors at one single point in time. The study targeted 7 TTIs in Meru County, involving 261 tutors, 7 principals, 14 HR managers, and 40 HODs. Using purposive and random sampling, it selected 7 principals, 7 HR managers, 36 HODs, and 158 tutors, with Yamane’s formula guiding the sample size determination. The study used questionnaires and interviews to gather data from tutors, department heads, principals, and HR managers in Technical Training Institutions (TTIs), with a pilot study at Chuka Technical College. It assessed reliability and three types of validity, analyzed data using SPSS and thematic analysis, and found that learning facilities enhanced tutor satisfaction. However, ICT infrastructure was lacking, pay was only sufficient for basic needs, and promotion policies caused dissatisfaction. The study recommended improved ICT infrastructure, stable pay frameworks, inclusive promotion policy revisions, and support for tutor research. Future studies should include universities to broaden findings.

Influence Of School Culture on Academic Performance Among Public Secondary School Students in Masinga Sub-County, Machakos County, Kenya.

Mon, 01 Sep 2025 00:00:00 GMT

Influence Of School Culture on Academic Performance Among Public Secondary School Students in Masinga Sub-County, Machakos County, Kenya. Nzivo, Mwende Junesther Despite significant investments in education by various stakeholders, academic performance in public secondary schools in Masinga Sub-County, Machakos County, Kenya remains persistently below national standards. This study investigated the influence of school culture on academic performance among public secondary school students in Masinga Sub-County. Specifically, the research examined how principals' management practices, school functions, disciplinary climate, and teacher motivation influence academic outcomes measured through KCSE performance indicators including improved discipline, increased quality grades, and improved mean scores. The study employed a descriptive survey design utilizing both qualitative and quantitative approaches. The target population comprised 8,325 participants from 25 public secondary schools, including 25 principals, 300 teachers, and 8,000 students. Using Yamane's formula, a sample of 382 respondents was selected through purposive and stratified random sampling techniques. Data collection instruments included semi-structured interview schedules for principals and structured questionnaires for teachers and students. Instrument validity was ensured through expert review and pilot testing, while reliability was confirmed through Cronbach's Alpha coefficients exceeding 0.7 for all constructs. Quantitative data were analyzed using SPSS version 27.0, employing descriptive statistics (frequencies, percentages, means, standard deviations) and inferential statistics (Independent Samples t-tests). Qualitative data underwent thematic analysis to complement quantitative findings. Key findings revealed that: (1) Principals' management practices significantly influenced academic performance (p<0.05), with curriculum management showing the strongest association; (2) School functions, particularly prize-giving ceremonies and academic days, positively impacted student motivation and academic culture; (3) Disciplinary climate played a crucial role in creating conducive learning environments, though enforcement consistency varied; (4) Teacher motivation through professional development, reward systems, and welfare programs significantly affected teaching quality and student outcomes. The study concluded that school culture components collectively create an environment that either facilitates or hinders academic achievement. Based on these findings, the study recommends: enhanced principal training in financial and resource management, standardized recognition programs for teachers, implementation of student feedback mechanisms, development of inclusive school functions, and establishment of consistent disciplinary frameworks. These recommendations aim to optimize school culture for improved academic performance in Masinga Sub-County and similar contexts.

Influence Of Female Genital Mutilation on Girls’ Transition from Primary to Secondary Schools in Narok South Sub-County, Narok County, Kenya

Mon, 01 Sep 2025 00:00:00 GMT

Influence Of Female Genital Mutilation on Girls’ Transition from Primary to Secondary Schools in Narok South Sub-County, Narok County, Kenya Glory, Nkatha The Millennium Development Goals (MDGs) goal two requires that all children complete full course of primary education and transit to secondary education. Education for All initiatives also stresses the emphasis for all children to be educated at all levels. Having clear guidelines on how female pupils can be retained in school and henceforth transit to secondary schools is, therefore, needful. Nevertheless, public primary schools have continued to report low transition rates (40%) of girls from primary to secondary. The purpose of this study was to find out the influence of Female Genital Mutilation on girls’ transition from primary to secondary schools in Narok South Sub-County, Kenya. The objectives included: assessing the influence of Female Genital Mutilation on girls’ academic performance, girls’ dropout rate and girls’ absenteeism. The liberal feminism theory guided the study. The study employed a descriptive survey research design. The schools in Narok South Sub-County are 179 and the units of analysis comprised of head-teachers, teachers and female pupils in public primary schools in Narok South Sub-County. The target population henceforth constituted of 179 head-teachers, 1,288 teachers and 6,998 girls, corresponding to 8,736 target respondents. Proportionate stratified sampling and simple random sampling techniques were used to select participating teachers and female pupils while purposive sampling to get the head-teachers. By using Krejcie and Morgan 1970 table; 118 head-teachers, 291 teachers and 361 girls were sampled, leading to an overall sample size of 770. Focus group discussions were carried out with head-teachers while teachers and female pupils answered questionnaires. Reliability of the instruments was determined using Cronbach alpha coefficient where a threshold of 0.7 was used to access reliability and validity; by checking contents, face and construct validity. Quantitative data was analyzed using SPSS for both descriptive and inferential statistics and was presented using tables and figures. The qualitative data was analyzed thematically. Ethical considerations on privacy, confidentiality, voluntary participation, anonymity and acknowledging the sources that informed the study were abide by. The study confirmed that FGM practices negatively affected girls’ transition to secondary schools. This was evidenced by poor academic performance, high drop-out cases, high absenteeism resulting from early marriages, teenage pregnancies, hemorrhage, prolonged healing process, psychosocial effects, psychological impacts, learner isolation, indiscipline and unsupportive school environment. The research recommends the ministry of education to prioritize funding for anti-FGM campaigns, sanitary kits, building boarding facilities and girl conducive toiletries to address absenteeism and drop-out. The ministry of education should come up with back-to-school policies after FGM, early absenteeism detection guidelines and curriculum guidelines showcasing teachers training on effective gender responsive pedagogies. The ministry of education needs to invest in guidance and counselling facilities and resources to develop a supportive school environment and manage psychosocial effects of FGM. Findings have implications on curriculum review to include gender base pedagogy and funding increment to cater for, infrastructure, training and professional development.

Influence Of School Social Environment on Students’ Academic Performance in Public Secondary Schools in Machakos County, Kenya

Mon, 01 Sep 2025 00:00:00 GMT

Influence Of School Social Environment on Students’ Academic Performance in Public Secondary Schools in Machakos County, Kenya Rhoda, Gachaga Wakuhi Despite substantial investment in physical educational facilities, many well-equipped public secondary schools in Kenya continue to experience declining academic performance, suggesting that non-physical factors may play a more significant role in student achievement than previously recognized. This gap in understanding the influence of school social environment on academic outcomes necessitated investigation beyond traditional infrastructure-focused approaches. The study determined the influence of school social environment on students' academic performance in public secondary schools in Machakos County. Using descriptive survey design grounded in social learning theory, the research targeted a population of 14,894 comprising 19 school principals, 483 teachers, and 14,392 students from national and extra-county schools. Through stratified and purposive sampling techniques, 315 respondents were selected: 10 principals, 30 teachers, and 275 students from 10 schools. Data were collected using self-administered questionnaires with 24 behavior sub-indicators measuring four social environment dimensions: teacher-student interpersonal interactions, student-student interpersonal interactions, learner characteristics (motivation and involvement), and principal leadership styles. Descriptive and inferential statistical analyses were conducted using SPSS version 2016. Findings revealed that school social environment significantly influenced academic performance, with 82% of respondents affirming this relationship through descriptive analysis. Inferential analysis demonstrated statistically significant positive correlations across all dimensions: teacher-student interactions (R=0.65, R²=42.4%, p<0.001), student-student interactions (R=0.91, R²=82.1%, p<0.001), learner motivation (R=0.96, R²=91.8%, p<0.001), learner involvement (R=0.93, R²=87.1%, p<0.001), and principal leadership styles (R=0.91, R²=82.8%, p<0.001). Combined social environment factors accounted for 96.3% of variance in academic performance (adjusted R²=0.963, p<0.001). The most influential factors identified were teacher approachability for consultation, student respect for teachers, healthy peer competition, active classroom participation, goal-setting encouragement, and performance recognition. The study concludes that school social environment constitutes a primary determinant of academic performance, surpassing the traditional emphasis on physical infrastructure. These findings provide evidence-based direction for educational stakeholders to prioritize social environmental improvements. The research recommends that the Ministry of Education, school administrators, and teachers focus on developing positive interpersonal relationships, fostering collaborative learning environments, enhancing student motivation and engagement, and implementing transformational leadership practices. Similar investigations should be extended to other school categories and counties to validate these findings across diverse educational settings.

Influence Of Social-Economic Factors on Retention of Boys in Public Secondary Schools in Marsabit County, Kenya

Sat, 01 Jan 2022 00:00:00 GMT

Influence Of Social-Economic Factors on Retention of Boys in Public Secondary Schools in Marsabit County, Kenya Safina, Mohammed Aga Secondary schools provide a four-year platform that promotes equipping students on various subjects. The students should undergo the four-year learning without disruption and with adequate resources and support from the concerned parties. However, there have been high cases of school drop-out rates among students in public secondary schools in Kenya. The purpose of the study was to examine the influence of social-economic factors on the retention of boys in public secondary schools in Marsabit County, Kenya. The study was guided by the following specific objectives: Examine the influence of household income level on retention of boys in public secondary schools in Marsabit County; Investigate the influence of social support on retention of boys in public secondary schools in Marsabit County, Kenya; Explore the influence of guardian’s education level on retention of boys in public secondary schools in Marsabit County, Kenya; and establish the influence of employment opportunities on retention of boys in public secondary schools in Marsabit County, Kenya. The study was further guided by two theories which were the theory of educational productivity and the student retention theory. In this study, the research design used was descriptive research design because there was an application of both quantitative and qualitative methods when collecting data. The study was located in Marsabit County, Kenya. The target population was 8 secondary schools in Marsabit County that had boys students in them. That is both boys’ secondary schools and mixed secondary schools. The respondents were 56 class teachers, 4,559 boys’ students, and 48 parents present at the Board of Management. Class teachers and parents were selected using a simple random sampling method with an application of the Krejcie & Morgan table or formula to obtain 48 and 42 class teachers and parents respectively. The sampling technique that was used on students was determined using a Kothari statistical method to obtain a sample of 94. Class teachers and parents were interviewed while the students answered the questionnaires. The pre-test study was conducted in two public secondary schools in Isiolo, which were Isiolo boys’ secondary school and Garbatula mixed day secondary school whose respondents comprised 5 class teachers, 10 students, and 4 parents at BOM. Reliability was measured using Cronbach Alpha while face, content, and criterion types of validity were also measured. The findings were presented using descriptive tables, figures, and narratives for ease of understanding of the results. Besides, the qualitative results were useful in supplementing the quantitative results. The conclusion made was that a lot of boys failed to remain in school since they lacked motivation from the people surrounding them. That is, most of the boys’ peers, teachers, and parents did not adequately portray a clear need on why they should remain in school. The recommendation is that the school management should have sensitization programs for teachers, parents, and boys’ students on the relevant of education in improving their future. The schools should capitalize more on motivational speakers, successful alumni, and corporate heads who come and motivate the boys to work hard towards improving their academic performances so as to have success in their latter lives. The school students should come up with proposed groups and clubs through which they could travel in various corporates that helps the boys get a clearer picture of what it means to have employment anchored by educational background.

The Role of NGOs in Bridging the Digital Literacy Access Gap in Public Primary Schools in Buuri and Isiolo Sub-County

Sun, 01 Sep 2024 00:00:00 GMT

The Role of NGOs in Bridging the Digital Literacy Access Gap in Public Primary Schools in Buuri and Isiolo Sub-County Kinoti, Purity Ntinyari The purpose of this study was to examine the role of Non-Governmental Organizations in bridging the digital literacy access gap in public primary schools in Buuri and Isiolo sub-counties. The study used a comparative approach, comparing access in schools with NGO sponsorship and those without. The objectives were: to assess the availability of digital learning infrastructures in NGO-sponsored and non-sponsored public primary schools in Buuri and Isiolo sub-counties; to assess the functionality of digital learning infrastructures in sponsored and non-sponsored schools; to assess the Digital Literacy programme (DLP) capacity-building programs in sponsored and non-sponsored public primary schools; and to evaluate the relevance of digital content in sponsored and non- sponsored public primary schools. The study was guided by Jan Van Dijk’s Theory of Digital Technology Access and Social Impacts. The researcher used a descriptive research design, and the location of the study was Buuri and Isiolo sub-counties in Meru and Isiolo counties respectively. The study targeted 79 public primary schools in the 2 sub-counties, 79 headteachers, 79 ICT teachers, 2,192 Grade 6 learners, and their 79 Grade 6 class teachers. The researcher selected a 20% sample to get 16 schools, 16 headteachers, 16 ICT teachers, and 16 class teachers. Purposive sampling techniques were used to select 11 schools with NGO sponsorship while simple random sampling was used to select 5 schools without sponsorship for the comparative sample. Systematic random sampling was used to get a 15% sample from the learners – 329 Grade 6 learners. Data was collected using questionnaires, interview schedules, and observation checklists. The questionnaires were tested and re-tested with 7% of the sample – 1 school. Cronbach's alpha coefficient was used to test the reliability of the instruments, and the instruments were found reliable with all registering coefficients of 0.707, 0.922, and 0.817 respectively. Descriptive data was analyzed using percentages, mean, and standard deviation scores, while data from interviews was organized into themes and reported using quotes and narration alongside the findings from descriptive data. The findings showed that sponsored schools have better access to digital literacy, with the mean scores of data on each of the four objectives being much higher and standard deviation scores lower than the scores of the non-sponsored schools. Data showed that sponsored schools have better infrastructure, more functional digital gadgets, more regular DLP training programs, and better interactive digital content. Simple regression analysis showed that NGO-sponsored schools had lower p-values than the non-sponsored schools for all the variables in all the four objectives. These results indicate significant differences in infrastructure availability, functionality of the infrastructure, training programs and the relevance of the digital content available, supporting the rejection of the null hypotheses. The study concludes that schools with NGO sponsorship have better access to digital literacy and recommends among other things, more NGO support for other public primary schools, more structured and intense in-service training of teachers, and further research on the impact of

Parameters Influencing Girls' Academic Performance in Secondary Schools in Wajir County, Kenya

Sun, 01 Sep 2024 00:00:00 GMT

Parameters Influencing Girls' Academic Performance in Secondary Schools in Wajir County, Kenya Mumin, Hillow Issack In today's knowledge-driven economy, education is paramount for societal development. Ensuring universal access to education is essential to equip individuals with the tools to positively impact the world, aligning with SDG Goal 4: Education for All. However, statistics reveal disparities in educational opportunities, with fewer females than males receiving education. This unequal access denies girls crucial skills for employment and participation in the digital age, limiting their economic potential and excluding them from the benefits of education. This disparity is particularly pronounced in developing countries, especially in ASAL regions where girls' education lags. This study will examine the parameters affecting girls' academic performance in secondary schools in Wajir County, Kenya. It will explore how social, cultural, political, and economic factors influence girls' academic achievements, assess the effectiveness of policies and initiatives supporting academic performance, and evaluate the impact of stakeholders' interventions on girls' academic outcomes in Wajir County. The research will adopt a descriptive research design to gather quantitative and qualitative data. The target population will be 12,060 respondents comprised of 80 Principals, 274 teachers, 11,704 students, and two county Education Development officers from Wajir County, Kenya public secondary schools. A study sample size of 388 will be calculated using the Yamane method and will be sampled using purposive, simple, and stratified random sampling. Data will be collected using self-reporting questionnaires for principals. Teachers and students and interview schedules for county education officers. The validity of the instruments will be ascertained through face, content, and education experts. The reliability of instruments used in data collection will be pretested using Cronbach's Alpha, with a coefficient of 0.7 and above deemed acceptable based on data from a pilot study in Garissa County. Qualitative data will be analyzed using thematic analysis while Quantitative data will be cleaned, coded, and analyzed descriptively and inferentially with Statistical Package for the Social Sciences (SPSS) version 27.0 software. Descriptive statistics, including frequency and percentages, as well as mean and standard deviation, will be used to describe the relationship between the study variables, while inferential analysis will be based on the chi-square test. The researcher anticipates that the study will provide recommendations to improve girls' education in Wajir County and elsewhere, thus improving gender equality. The findings may inform educational policies and practices at the school, regional, and national levels. The researcher anticipates that the study will provide recommendations to improve girls' academic performance in Wajir County and elsewhere, thus improving gender equality. The findings may inform educational policies and practices at the school, regional, and national levels, highlighting the importance of improving academic performance and its impact on girls' future opportunities and societal contributions.

Influence of Head-teachers’ Leadership on Implementation of Information and Communication Technology in Public Primary Schools in Rabai Sub-County in Kilifi County - Kenya

Sat, 01 Oct 2022 00:00:00 GMT

Influence of Head-teachers’ Leadership on Implementation of Information and Communication Technology in Public Primary Schools in Rabai Sub-County in Kilifi County - Kenya Mnemba, Mwanamomo Mwajira Information and communication Technology (ICT) has become the principal driver of economy all over the world, and its role in education sector cannot be down-played. Kenyan government inclusive, has invested heavily in ICT to align education with vision 2030.The schools have been mandated through the head teachers’ leadership, to spearhead the implementation of ICT policies in the school. Despite the heavy government’s investments on infrastructure and capacity building, the ICT policy implementation in Rabai Sub County is still dismal raising question on the influence of leadership on ICT implementation. This study investigated the influence head teachers’ communication skills, coordination skills, quality supervision skills and motivation skill on ICT implementation in public primary schools in Rabai Sub County in Kilifi County -Kenya. This study was anchored on Diffusion of Innovations Theories by Everett M. Rodgers and Herzberg’s Motivation-Hygiene theory by Frederick Herzberg. The study used descriptive survey research design to gather qualitative and quantitative data which was analyzed to describe systematically the situation of ICT implementation in Rabai Sub County in Kilifi County- Kenya. The target population was 44 public primary schools and Census technique was used. 88 respondents were obtained using purposive sampling where all 44 head teachers and 44 ICT champion teachers were sampled. The researcher used interview schedule for the head teachers and closed ended questionnaires for the ICT champion teachers. The qualitative data from the head teachers was organized and coded according to themes and the Likert Scale of 1-5 was used to measure the respondents’ level of agreement on the questionnaires. The responses from both tools was organized according to the objectives and presented qualitatively and quantitatively. Pre-testing was done in Kaloleni Sub County whereby a reliability coefficient of above 0.07 and 0.05% level of significance was achieved and it was considered reliable. The validity of the instrument was determined through consultations with specialists in the study area. The data was collected after obtaining a letter of authority from Kenya Methodist University (KeMU), National Commission for Science, Technology and Innovation (NACOSTI), Kilifi County Commissioner Office, Kilifi County Education Office and Rabai Sub-county Education Office. The data collected was analyzed using Descriptive Statistics Package for Social Scientist (SPSS) program and final results displayed using percentages, and graphs. The study found out that the head teachers had adequate communication skill with mean of 2.53716 and std 1.200452. Coordination skills, was deficient with (moderate mean of 3.30288 and the std of 1.051966). The quality supervision skill of the head teachers ’was deficient, mean moderate of 3.5085 and the std 1.144732, and the motivation skills of the head teacher was deficient, mean moderate 3.93142 and the std 1.983578. From the analysis, the researcher concluded that coordination skills, quality supervisions kills and motivation skills of head teachers were lacking. This negatively affected implementation of ICT since there was a strong correlations between effective leadership in terms of communication, coordination, quality supervision and motivation, and implementation of ICT policy in the public primary schools. Capacity building on these core leadership skills to empower head teachers is recommended. The researcher recommended that further research should be done on quality supervision and coordination as these were very critical to the successful implementation of any ICT strategy in schools.

Teacher Factors Influencing the Implementation of Tusome Program in Lower Primary Public Schools in Mvita Sub County, Mombasa

Sun, 01 Sep 2019 00:00:00 GMT

Teacher Factors Influencing the Implementation of Tusome Program in Lower Primary Public Schools in Mvita Sub County, Mombasa Nguya, Mary Nyale Quality education plays a major role in promoting economic growth, enhancing democracy and good governance. Though access to education has improved worldwide, an estimated 250 million learners of primary school age lacking basic reading, writing and numeracy skills whether in school or not. The Annual Learning Assessment (ALA) carried out in Kenya in February in 2012 by Uwezo revealed that majority of class 8 pupils could neither pass English nor Kiswahili reading tests set at class 2 level. The study analyzed teacher factors influencing the implementation of Tusome Program in lower primary public schools in Mvita Sub-County. The study objectives were; to establish the effect of teacher attitudes, teacher preparedness, qualifications and also teaching styles on the implementation of early literacy in lower primary public schools in Mvita Sub County. This research study was anchored on Capital Theory of School Effectiveness and Constructivists’ Theory. The study used descriptive survey research design. This design was appropriate for this study since it enabled the researcher to study the variables as they were without any manipulation. The target population was 124 lower public primary teachers in all Twenty five public primary schools in Mvita sub-county. The study used purposive sampling technique in determining the sample size. The study used both primary and secondary data. The main primary data collection method for the study was the questionnaire. The study used secondary data which was obtained from the sub-county education officer and ministry of education curriculum implementation reports. Pilot study was conducted among 12 (10% * 124) lower primary teachers from public primary schools in Kisauni Sub-county. The validity of the instrument was established by being given to experts, research assistants with experience and the Supervisors who approved the instrument for data collection. The data collected was compiled and analyzed by use of Statistical Package for Social Sciences (SPSS) version 23 which processed accurate frequencies and percentages which was used to discuss the findings. The study concluded that Teacher preparedness, Teacher qualifications and teaching styles had a strong relationship (p<0.001) with implementation of Tusome program therefore influencing implementation of the same. Teachers’ attitude had the strongest relationship (p=0.045) with implementation of Tusome program compared to other teacher factors such as Teacher preparedness, Teacher qualifications and teaching styles. The study recommended that the Ministry of Education should closely monitor the implementation of Tusome Program by carrying out spontaneous checks on the teacher’s notes, preparation during the lessons, the syllabus they use, observe the teaching styles employed during teaching and learning process and receive teacher’s views on some of the things to be improved for the Tusome Program to be a success. The researcher suggests that subsequent studies should consider conducting a similar study in other counties so as to establish whether similar results will be achieved.