Editorial Note

Dr. Hoseah Kiplagat,

University of Eldoret, Department of Technology Education

 

Quality education is critical in developing learners that can contribute positively to their community. The current issue of the Journal of African Studies in Educational Management and Leadership (JASEML) presents five articles. The articles demonstrate how school leadership style, school policies, state of guidance and counselling services and school leadership skills can influence learning outcomes in schools in Kenya.

The first article shows a departure from instructional leadership style which has always been exercised by school principals. This style promotes the principal behaviour while ignoring the rest of the school community.  This article presents a narrative and experiences of a school principal in Western Kenya who tried pedagogical leadership style. The style involves empowering teachers and students in daily running and improvement of the school. The authors suggest that this style could be input in planning content of future in-service training for school leadership.

Student pregnancy and its implications for teacher training colleges is presented in the second article by Monica Owoko. The paper focused on reviewing literature on learner pregnancy. The author observed that pregnancy is a common phenomenon which should not be ignored. This fact has been attributed to lack of clear school attendance policies. As a result of this, learning institutions and the Ministry of Education should develop and enforce clear and flexible guidelines on student pregnancy.

The third article by Joyce Lugulu and Rachel Nkruma discusses the effects of public primary school head teachers’ leadership skills on Kenya Certificate of Primary Education results. The article reveals how head teachers’ training, learning environment, parental involvement, adequacy of resources, school attendance and poverty levels affect day to day running of schools. The authors observed that head teachers played a key role in influencing the learning outcomes in schools, hence the need for their training on appropriate leadership skills before appointment. 

The last article discusses the state of guidance and counselling services in secondary schools in Kenya. The author established that lack of budgetary allocation, lack of trained personnel, cultural beliefs, negative attitude towards guidance and counselling services, lack of administration support among others hindered implementation of guidance and counselling best practices in schools. The author concludes that the implementation of best practices in guidance and counselling would help in establishing good learning environment which leads to quality education.