Incidences of student indiscipline in public learning institutions in Kenya have been rising sharply over the past decade culminating into many cases of school unrests. Consequently, loses of property and lives, insecurity and compromised quality of education have taken root in the schools raising questions as to whether Principals of the institutions undertake appropriate practices that can enhance order in leadership of public Secondary Schools under their jurisdiction. The study therefore sought to determine the influence of transactional leadership on student unrest. The study adopted a descriptive research design. The target population was 76 deputy principals, 152 teachers and 3,040 form four students in public boarding secondary schools. Multistage sampling was used in this study where schools were clustered into two categories. A simple random sampling technique was used to select 12 schools and 480 form four students from the categories. Purposive sampling was then used to select 12 deputy principals in charge of administration, 24 heads of boarding sections and teachers in charge of guidance and counselling departments in the schools.Questionnaires and interview schedules were used to collect data from the respondents. Reliability of the instruments was determined through test-retest method and a Cronbach Alpha coefficient of 0.734 was computed, which was considered sufficient for use of the questionnaires in the actual study. Research instruments were availed to supervisors who ascertained the relevance of items hence the validity of the instruments. Data was analysed using frequencies, means and the independent samples t-test statistics were conducted to compare differences between the two independent groups of schools. The study however did not establish a significant effects of transactional leadership style on student unrest.

This study investigated the influence of parental involvement on student's academic performance. Simple random sampling was used to select 352 form four students from a sample of 13 public day secondary schools in Bumula sub-County. The data was analyzed using percentages, weighted averages, means and one way ANOVA. The study established that parental involvement play a significant role in influencing the academic performance of the students in public day secondary schools.

The purpose of the study was to assess the relationship between risk management and academic performance in schools. The study adopted descriptive survey design. The study was conducted in 360 public secondary schools in Bungoma County. The target population comprised of 360 Principals, 360 Board of management chairpersons and 360 Directors of Studies. The sample size of the study comprised of 72 Principals, 72 Chairpersons of the Boards of Management and 72 Director of studies. Primary data was collected using closed ended questionnaires and checklists. Data was analysed using frequencies, percentages, mean, standard deviation correlation and simple linear regression analysis. The study established that there is a positive and significant relationship between risk management and academic performance of public secondary schools in Bungoma County, Kenya (r= 0.261, p<0.05).

The purpose of this study was to investigate the influence of salary satisfaction on turnover intentions among the teaching staff in public Universities in Kenya.The study employed ex post facto research design to test the statistical relationships between the variables. Simple random sampling was used to select 376 teaching staff members. Data was collected using a structured questionnaire (likert type scale 1-5). Data was analyzed using correlation and simple linear regression analysis. The study concluded that salary satisfaction had a significant negative influence on the turnover intentions amongst the teaching staff in Kenyan Public Universities

Background: Technical and Vocational Education and Training (TVET) refers to a range of learning experiences which are relevant to the world of work and contemporary workplaces. The core role of Technical and Vocational Education and Training (TVET) is developing professional skills in youth; equip them with basic knowledge and scientific principles to prepare them for work. Based on this vital role it is expected that youth enroll in TVET for selfreliance. However, the preliminary data from Trans-Nzoia County TVET office showed that there is low enrolment in TVET institutions prompting this study to determine the influence of infrastructural facilities on access to TVET. Materials and Methods: The study adopted The Production Function Theory which suggests that an increase in access to TVET is dependent on the inputs. The scope of the study was 28 County Vocational Training Centers with 161 trainers and 2931 trainees. Stratified random sampling was used in sampling out the VTCs across Trans-Nzoia County where 15 VTCs were sampled. The sample size had 464 respondents; 1 VTC director, 15 head of VTCs, 108 trainers and 340 trainees. Purposive sampling was used to sample VTC heads & director while simple random sampling was used to obtain trainers and trainees. Questionnaires and interview guide was used to collect data. The validity of the research instruments was ascertained through expert judgment. The reliability of the research instruments was determined using the test-retest method. The instruments produced reliability coefficient of 0.82 hence the tools were considered reliable. Results: Quantitative data was analyzed using inferential statistics; PPMC at α = 0.05 and simple regression analysis was used to test the hypothesis. The Pearson product moment correlation index obtained on the relationship between Classrooms and Access to TVET was the highest (r= 0. 983, ρ<0.0001) at α= 0.05),). However, Staff quarters (r = -0.047, ρ= 0.437) at α= 0.05) did not correlate with access to TVET. The coefficient of determination R2 value was 0.791 for regression analysis. This showed that 79.1 per cent of the dependent variable can be predicted by the independent variable. The F-statistics produced (F = 785.056) was significant at 5 per cent level (ρ<0.0001), thus confirming that at least one of the predictors was useful for predicting access to TVET. Conclusion: The study found out that the availability of infrastructure in VTCs was inadequate. The study recommends that infrastructural facilities be addressed so as to increase access to TVET. These findings will assist the County Government, Ministry of Education and donors on priority areas of funding to increase access to TVET.