Head of schools are considered imperative in education system for influencing teachers’ teaching commitment to improve school performance and attaining quality education. This necessitated the need of this study to investigate the effectiveness of heads of schools in supervising teachers’ teaching activities in secondary schools in Kagera region. The study was guided by transformational theory. The reviewed literatures indicated the availability of several studies on school leadership and commitment of teachers as factors for school performance. However, still there was a need for investigating the effectiveness of school headship in supervising teachers’ teaching activities in secondary schools as a central variables for effective teaching in secondary schools, due to persisting challenges constrains on leadership effectiveness and education performance. The study employed convergent parallel design from mixed research approach. The target population of the study included all head of schools, academic masters/mistress and teachers in public secondary schools in Kagera region. The sample size comprised 32 schools, 32 head of schools, 32 academic masters/mistress and310 teachers. Probability and non-probability sampling techniques used to sample participants. Instruments for data collection was questionnaires, interview guide and document analysis guide. The study carried out a piloting study into two schools; comprising ten (10) participants. Content validity was established to ensure the validity of instruments, split half method used to ascertain the reliability of questionnaire, dependability and credibility determined the reliability of interview guide. Descriptive statistics used to analyze quantitative data with the use of SPSS version 22 and thematic analysis used for qualitative data analysis. Hypotheses were tested by Pearson Correlation. Results suggest strong significant relationship between school headship and teachers teaching commitment.

The study aimed at investigating the effects of School Quality Assurance Officers' feedback on improving teaching and learning in Arusha City Public secondary schools. The study was guided by the Utilization Focused Evaluation theory which assume the regardless how the evaluation processes and findings are, unless they are implemented to bring improvement, the evaluation is wastage of resources. The convergent parallel mixed method using concurrent approach with Ex-post Facto design case study designs were employed in the study. Data were collected from School Quality Assurance Officers, City Academic Officer, Ward Education Officers, and Heads of schools and teachers. Participants were selected using both probability and non-probability sampling procedures where data were collected using questionnaires, interview guides and focused group discussion. The findings of the study show that the overall quality of SQAOs is good in terms of quality, method used to gather feedback and degree of acceptability of feedback. Also, there is positive relationship between SQAOs feedback and improvement in teaching and learning in overall and in all school categories. However, feedback methods and feedback acceptability were the only factors with significant contribution on teaching and learning processes in all schools whereas, the SQAOs' models fit in all school categories.

This study aimed at assessing the Effectiveness of School Evaluation on Improving Teaching and Learning Processes in Arusha City Public Secondary Schools. This study was guided by the Utilization Focused Evaluation theory which assume the regardless how the evaluation processes and findings are, unless they are implemented to bring improvement, the evaluation is in vein. The study employed convergent parallel mixed methods through concurrent approach where Ex-post Facto design case study designs were employed. The study sample were 166 teachers, 3 Heads of schools, 3 Ward Education Officers, 1 City Academic Officer, 6 School Quality Assurance Officers (SQAOs) and 1 Chief Zonal Quality Assurance Officer. Both probability and non-probability sampling procedures were utilized in selecting participants of the study. The study utilized questionnaires, interview guides and focused group discussion for data collection. Internal consistency reliability was estimated based on correlations among all Likert scale items on a questionnaire test using coefficient Alpha method. The study found that high performing schools implement SQAOs' findings schools than low and treatment schools. However, SQAOs' visit does not reflect the true picture in low performing schools as compared to both high performing and Treatment schools because of the unintended effects. The study recommends the true experiment design research that involves more low and high performing schools.

The purpose of the evaluation was to establish the effect of civic education on social cohesion in secondary schools in Uasin Gishu county Kenya. The evaluation was guided by the Constructivist theory and (CIPP) model. Causal comparative design was used. Target population included 142 secondary schools, 142 teachers and 8520 students. Stratified and simple random sampling techniques were used to select 256 History and Government students from 43 schools. The study used Questionnaire for data collection. Data collected was analyzed using descriptive and inferential statistics. Descriptive statistics was in form of frequencies, percentage, means and standard deviation. Independent t-test, multiple regression and chisquare were adopted to test the hypotheses. The study established that majority of the students have been taught all the topics in civic education. The assessment methods commonly used to evaluate the teaching of civic education were use of objective tests and oral questions. The findings indicated that majority of the students scored below average on the items that measured the knowledge of the students on the core tenets of civic education. Majority of the students were generally likely to treat others well. The overall mean for the aggression scale was 2.46 in a scale of 0-6 times which implies that majority of the students were likely to do wrong to their colleagues two times. On ethnocentric scale, majority of the students believed that their culture is superior to others. Further, majority of the students were somewhat likely to forgive. Majority of the students feel nervous when they speak in front of a group and they were concerned about what other people think of them. To some extent, the students are self-conscious. The study established that there was a significant relationship between students' level of knowledge on civic education and the internalization of the core tenets of civic education.

This study investigated implementation of integrated environmental education in the secondary school curriculum for managing environmental degradation in Machakos Sub-County. The study was thus informed by Fullan’s theory of educational change (1991, revised 2006, 2007). The theory views educational implementation as a model of interactions between characteristics of change (need clarity, complexity, quality & practicality) as independent variables on the one hand and teachers’ and students’ environmental literacy (awareness, knowledge, attitudes, skills, participation) as dependent variables. The study employed cross-section survey design under the quantitative approach. Probability sampling designs were used to select participants of the study. The target population of this study included public secondary schools, principals, and teachers and form 4 students from public secondary schools in Machakos Sub-County. Instruments for data collection included questionnaires and document analysis schedules. Quantitative analysis techniques were used to analyse data. The t- test statistic was used to test the null hypotheses at 0.05significance level. Study findings demonstrated that both teachers’ and students’ perceptions of the integrated environmental education in the secondary school curriculum were generally weak hence little attention was paid to adequate integration of EE in the school curriculum.  This negatively impacted teachers’ and students’ involvement in and commitment to implementation of EE in the school curriculum hence the persistence of environmental degradation in Machakos Sub County.  The study confirmed that some elements of environmental education were integrated in the subjects that were taught in the secondary school curriculum albeit inadequately and unevenly distributed, apparently marginalizing particularly climate change and land degradation hence reducing the crosscutting nature of EE.  The study recommended that KICD should include a given percentage of EE topics in the curriculum; The Ministry of Education should clearly define environmental policies and prescribe them for schools.