IJRDO - Journal of Educational Research (ISSN: 2456-2947) https://ijrdo.org/index.php/er <p>The scope of IJRDO Journal of educational Research is not limited to the following topics: <br>Academic Advising and Counselling, Adult Education, Art Education, Business Education, Counsellor Education, Cross-disciplinary Areas of Education, Curriculum, Research and Development, Distance Education, Early Childhood Education, Education Policy and Leadership, Educational Administration, Educational Foundations, Educational Measurement and Evaluation, Educational Psychology, Educational Technology, Elementary Education, Experimental Education.<br><span style="font-size: 1.5em;"><strong> <span style="color: #fcbd0f; text-shadow: #666666 0px 0px 3px;">Current Impact Factor: 2.375</span></strong></span></p> IJRDO Journal en-US IJRDO - Journal of Educational Research (ISSN: 2456-2947) 2456-2947 <p>Author(s) and co-author(s)&nbsp;jointly&nbsp;and severally represent and warrant that the Article is original with the author(s) and does not infringe any&nbsp;copyright or violate any other right of any third parties, and that the Article has not been published&nbsp;elsewhere.&nbsp;Author(s) agree to the terms that the <strong>IJRDO Journal</strong> will have the full right to remove the published article on any misconduct found in the published article.</p> Internal efficiency of Public Technical Training Institutions in Bungoma County, Kenya https://ijrdo.org/index.php/er/article/view/3321 <p><em>No country can develop without quality technical education. However, Technical institutions in developing countries and Africa have been faced with internal efficiency issues for some time. Over the years, TTIs in the region have had to innovate in order to cope with increased competition and diminishing capitation,&nbsp; amongst other objectives, TTIs are&nbsp; to facilitate the running of the parallel programmes for full fee-paying students at both certificate and diploma levels. This paper looks at the internal efficiency of public technical training institutions in Bungoma County, Kenya. The institutions under study were; Sangalo Institute of Science and Technology, Kisiwa, Matili and Musakasa Technical Training Institutes. The research was quantitative in nature. Data was collected through questionnaires and secondary data. The study found out that there has been continuous decline in internal efficiency level in public technical training institutions in Bungoma County. </em></p> <p><em>The study recommends that there is need for public TTIs to closely monitor students’ survival from year 1 to year 3 and make a follow up on the reasons that made students not to complete their study on time. Further, transformative resource mobilisation strategies need to be done to ensure internal efficiency levels are raised in public technical training institutions</em></p> Maximilla Wakoli Kisilu Kitainge (Prof) Copyright (c) 2019 IJRDO - Journal of Educational Research (ISSN: 2456-2947) http://creativecommons.org/licenses/by-nc-nd/4.0 2019-11-11 2019-11-11 4 11 01 09 Principals Administrative Strategies and Academic Performance of Public Secondary Schools in Mount Elgon Sub County, Bungoma County, Kenya https://ijrdo.org/index.php/er/article/view/3322 <p><em>The principal’s main role is to promote academic performance. This role can only be executed with the required administrative strategies hence the need for principals to have sound administrative strategies that ensure a good leadership model. The purpose of the study was to investigate principals’ administrative strategies and influence student performance in Mount Elgon Sub County Secondary schools. The study was guided by the Max Weber theory on division of labour. The study population comprised of 72 principals and 1,280 teachers serving 72 secondary schools within the Sub County. The data was collected through questionnaire administered to teachers and principals. The study found out that performance of public secondary schools in the sub county had been below average for the past five years (2014-2018). Further, the study discovered that the application of various administrative strategies influenced performance of schools. Institutions that used participative strategies performed better in academic performance than those that used non-participative strategies. The study recommends that training needs to be provided to principals on management and leadership styles that are critical for performance improvement in their schools</em>. <em>In addition, teachers need to be continuously involved in decision making in schools</em></p> Maximilla Wakoli Kisilu Kitainge (Prof) Copyright (c) 2019 IJRDO - Journal of Educational Research (ISSN: 2456-2947) http://creativecommons.org/licenses/by-nc-nd/4.0 2019-11-11 2019-11-11 4 11 10 20