The competency-based curriculum (CBC) is presently being implemented in public primary schools in Kenya. Yet, empirical evidence indicates that schools’ management faces a lot of challenges, hence making it very difficult for the implementation of the new programme. The study sought to explore the influence of schools’ management financial preparedness on implementation of CBC in Kirinyaga west subcounty, Kirinyaga County, Kenya. The study was anchored on Curriculum Implementation Theory, Theory of Organizational Readiness for Change, and Kurt Lewin Change Management Model. The study adopted mixed method approach, which allowed concurrent triangulation of data where both quantitative and qualitative methodologies were used. Target population comprised 68 headteachers, 1,020 teachers, 15, 500 CBC pupils and 4 sub-county education officials totaling to 16,592 respondents. Yamane Formula was used to sample 399 respondents that were identified using purposive and stratified random sampling techniques. A semi-structured questionnaire was used to collect quantitative data from teachers whereas an interview guide was used to collect qualitative data from head teachers and subcounty education official. Quantitative data was organized and processed descriptively and inferentially using SPSS (version 23) and presented using frequency tables. Linear regression was carried out under inferential statistics. Qualitative data was analyzed using thematic content analysis technique and presented using narratives. All research protocols were observed throughout the study, including obtaining all relevant authorizations and observing respect for the participants. The study established that schools’ financial preparedness has significant influence on the implementation of the CBC in public primary schools in Kenya. The study recommended that there is need for the government to provide enough financial resources for implementation of the CBC. School managers should be trained on how to mobilize financial resources to complement government efforts.

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Communication is very critical in primary school management by ensuring that there is improved efficiency. However, in many primary schools in Thika West Sub-county encounter challenges which border on school management such as unhealthy staff relations, imprudent use of financial resources, poor maintenance of facilities, imprudent time management and under-utilization of instructional materials are on the rise. Thus, this study sought to assess the influence of headteachers’ communication planning practices on management performance in public primary schools in Thika West Sub-county, Kiambu County, Kenya. The study was guided by the communication theory and school management theory. The study adopted mixed methodology and concurrent triangulation research design. Qualitative data were analyzed thematically along the objectives and presented in narrative forms. Quantitative data were analyzed descriptively using frequencies and percentages and inferentially using ANOVA Test Analysis using Statistical Packages for Social Science (SPSS Version 23) and presented using tables. The study established that headteachers’ communication planning practices influence on management performance in primary schools. The study recommends that headteachers should ensure that they design the content of message to be relayed and also identify the specific recipients of their information to be communicated. Headteachers should adopt layers of communication which are efficient and provide immediate and objective feedback. Headteachers should adopt forms of communication to suit every occasion to avoid interruptions. Headteachers should adopt a feedback mechanism which guarantees efficiency and prudence in school management.

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Purpose: There is a current anxiety on the increasing occurrences of tragedies in secondary schools in Kenya. This makes it essential to explore the stakeholders’ contribution in terms of security management outcomes. The aim of this research was to explore the influence of stakeholders’ contribution on security management outcomes in public secondary schools in Mandera County, Kenya. Methodology: Theories guiding the study were the Stakeholders’ and the Securitization. The study used mixed methodology and the concurrent triangulation design. The targeted population was 381 participants and involved principals and teachers. Questionnaires were used for teachers while interviews were used for principals. Quantitative data were analyzed in descriptive statistics and presented in tables, frequencies and percentages. Qualitative data were analyzed by thematically in narrative forms and verbatim citations. Two levels of analysis were employed namely: descriptive and thematic. Findings: From the research findings, it was concluded that there was good participation of every stakeholder following the indicators that were put in place. It was seen that there was need for the boards of management to go deeper into their involvement and make sure that the school communities were seeing them in action. Unique Contribution to Theory, Policy and Practice: The stakeholders’ and the securitization theories were utilized to prepare and alert schools for disasters consecutively hence contributing to the issues in the study. The study established that there was meaningful contribution from the stakeholders which was commendable. It was concluded that more efforts from the boards of management be put on stakeholders’ contribution. The theories were validated in that there was sensitization to stakeholders and the need to prepare in advance for disasters in schools.