http://ir.mu.ac.ke:8080/jspui/handle/123456789/5 Wed, 05 Aug 2026 11:07:29 GMT 2026-08-05T11:07:29Z http://ir.mu.ac.ke:8080/jspui/handle/123456789/10415 Title: Determinants of ultrasonography training outcomes among radiography diploma students in selected Kenya Medical Training Colleges, in Kenya public hospitals Authors: Chebet, Nancy Chepkwony Abstract: Background: Ultrasound technology has become an effective clinical diagnostic tool in low and middle income countries (LMICs) to meet the objectives of improved primary health care (PHC). However, availability of ultrasound machines and skill training needed continue to limit expanded use of ultrasound in LMICs. In Kenya, concerns have been raised over the quality of work output of sonographers and clinicians practicing ultrasound (Kagima et al., 2021). All these increase the risks of poor diagnosis and patient management and could result in increased morbidity and preventable deaths. This can be attributed to the quality of training and student related factors. Objectives: To determine how students ‘perception of curriculum space limitations affect ultrasonography training outcomes, to analyze how availability of ultrasound machines for training affects ultrasonography training outcomes and to examine how students attitudes on training moderates the relationship between institutional factors and ultrasonography training outcomes. Methods: Study was carried out using a mixed research approach employing both qualitative and quantitative methods. It targeted five Kenya Medical Training College (KMTC) campuses offering the radiography course that are based in four county (Level 6) and one level 5 teaching hospitals in the country, that is, Nakuru, Uasin Gishu, Nairobi Kisumu and Kericho respectively. The target population were final year KMTC students undertaking their radiography and imaging course, the faculty members and the hospital-based instructors. Systematic random sampling was used to select 98 students, of who 45 are females and 53 males, while the census method was used to select 26 faculty members and 10 hospital-based instructors. Questionnaires for students, interview schedules for lecturers, hospital-based instructors and Focus Group discussions for students were used for data collection. Quantitative data from the questionnaire were analyzed using both descriptive and inferential data analysis. Results: Students’ perception of curriculum space limitations did not significantly affect ultrasonography training outcomes. Availability of ultrasound machines for training significantly affects ultrasonography training outcomes and Students attitudes had a significant moderating effect on the relationship between institutional factors and ultrasonography training outcomes among diploma Radiography students. Conclusions: Students’ perception of curriculum space limitations did not have a statistically significant effect on ultrasonography training outcomes. Availability of ultrasound machines for training had a statistically significant effect on ultrasonography training outcomes. Recommendations: College management should establish clear guidelines and prerequisites for ultrasound training, ensuring that only students from relevant medical imaging or ultrasonography programs are prioritized. To address students’ lack of confidence in using the simulators for training, a blended training approach is recommended, where simulators are used to build foundational skills before transitioning to human models. Further, greater emphasis should be placed on mentorship, career guidance, and the long-term relevance of radiography and sonography careers to boost student motivation. Thu, 01 Jan 2026 00:00:00 GMT http://ir.mu.ac.ke:8080/jspui/handle/123456789/10415 2026-01-01T00:00:00Z http://ir.mu.ac.ke:8080/jspui/handle/123456789/10412 Title: Reconceptualizing school discipline in Kenya as pedagogical care in the light of care ethics theory Authors: Muhanji, Francis Omulando Abstract: Indiscipline among learners is a major and perennial educational problem in schools in the world, Kenya being no exception. The persistence of indiscipline among learners in schools in Kenya calls into question school discipline policies, practices and their theoretical underpinnings. The purpose of this study was to position school discipline in Kenya as pedagogical care, an alternative to traditional punitive approaches. The specific study objectives were: to evaluate the adequacy of different conceptions of school discipline within major philosophical frameworks, analyze the suitability of the philosophical frameworks that underpin school discipline policies and practices in Kenya; and position school discipline in the country as pedagogical care. The study was informed by care ethics theory developed by Carol Gilligan and Nel Noddings. The study was library based; it did not involve a target population and a specific sample. The study adopted a desktop or secondary research design. The specific philosophical methods the study employed in order to satisfy the three objectives were the analytic, critical and evaluative methods. Being a library-based study, data required were collected by evaluating school discipline ethical frameworks and analyzing school discipline policy documents and guideline in Kenya. The five key legal and policy documents analyzed were The Constitution of Kenya (2010), The Children’s Act (2022), The Basic Education Act (2013), The Basic education regulations of 2015 and The Basic Education Curriculum Framework (2019). The data were analyzed and interpreted thematically using philosophical frameworks. The results of these philosophical analyses, evaluations and critiques were presented thematically in prose form as arguments and discussions. The validity and soundness of the arguments were determined on the bases of their logical procedures and inferences. The key findings and conclusions of the study were as follows: The evaluation of school discipline philosophical frameworks revealed that pedagogical care grounded in care ethics is a comprehensive approach that integrates some of the best elements of competing school discipline approaches in different frameworks. The analysis of school discipline polices, guidelines and practices in Kenya revealed that they are largely anchored on deontological and human rights-based ethical frameworks with traces of restorative justice ethics that are not harmoniously blended in both policy and practice. The study also found that the integration of pedagogical care discipline aligns with the broader goals of Competency-Based Education (CBE) in Kenya and concluded that its integration in the curriculum can potentially improve the levels of discipline among learners thereby greatly minimize the perennial problem of unrest and indiscipline among learners in schools. The study recommends that the Government of Kenya through the Ministry of Education should develop a care-centered framework for school discipline that is explicitly grounded in care ethics theory. The study also recommends the adoption and integration of pedagogical care discipline into school discipline policies guidelines and practices in the context of the current CBE in the country. Thu, 01 Jan 2026 00:00:00 GMT http://ir.mu.ac.ke:8080/jspui/handle/123456789/10412 2026-01-01T00:00:00Z http://ir.mu.ac.ke:8080/jspui/handle/123456789/10395 Title: Prevalence of occupational stress and associated factors among teachers in selected secondary schools in Uasin Gishu County, Kenya Authors: Jesang, Angela Abstract: Background: Teachers often encounter a variety of challenges in their profession, such as excessive workloads, demanding administrative responsibilities, disruptive student behavior, insufficient teaching materials, and limited access to support systems. These challenges can result in high levels of work-related stress, which, if left unmanaged, may adversely affect teachers’ psychological health, job satisfaction, and general well-being. The issue of occupational stress is particularly significant among secondary school teachers in Uasin Gishu County, Kenya. The primary sources of this stress include overwhelming responsibilities, bureaucratic pressures, difficulties with student discipline, lack of adequate teaching resources, and insufficient institutional support. Objectives: To determine the prevalence of occupational stress, assess factors associated with occupational stress among teachers, and explore mitigation strategies for stress. Methodology: This research utilized a mixed-methods cross-sectional design. The target population consisted of 537 secondary school teachers, from which a sample of 253 participants was drawn. A multistage sampling approach was implemented, beginning with the purposive selection of six sub-counties within Uasin Gishu County. From each sub-county, two schools were selected. Participants were then proportionally allocated across the 12 selected schools, followed by the use of consequtive sampling to identify the 253 teachers who took part in the study. Data collection involved the use of structured questionnaires for the teachers and interview guides for the school principals. Both quantitative and qualitative techniques were applied in the analysis of the collected data. Quantitative data were analyzed using descriptive statistics such as means, standard deviations, frequencies, and percentages. Chi-square tests were conducted to explore associations between variables, and findings were presented through tables and figures. For the qualitative data, thematic analysis was employed, with emerging themes identified and organized into categories aligned with the study’s research questions. Results: Summary statistics from a sample of 224 respondents revealed a balanced gender representation (48.2% male, 51.8% female) and a predominantly young workforce, with 62.5% of participants aged 35 years or younger. Most respondents held undergraduate degrees (58.0%) and possessed 6–10 years of professional experience (40.2%). The findings revealed a high prevalence of occupational stress, with 71.4% of teachers reporting moderate (38.8%) to high (32.6%) stress levels. Key stressors identified included heavy workloads (Mean= 4.22), emotional demands (mean= 4.18), and work-life imbalance (mean= 4.17). Disaggregated data analysis indicated a statistically significant association between gender and stress (p = 0.003), with female teachers reporting higher levels of moderate stress compared to males. Work experience also showed a significant correlation (p = 0.020), with mid-career teachers (6–10 years) being the most affected. Conversely, age, education level, school type, and residence did not show significant associations (p > 0.05). Qualitative themes highlighted a lack of clear implementation roadmaps and inadequate training as primary CBE-related stressors. Conclusions: Educators experience significant stress stemming from numerous job-related issues such as excessive workloads, difficulties in managing students, and pressure from administrative responsibilities. The findings indicate that both personal characteristics and professional conditions contribute to occupational stress among teachers. Additionally, the study found that teachers employ a range of individual and organizational approaches to cope with and reduce work-related stress. Recommendations: To address the high prevalence of occupational stress among teachers, it is recommended that schools and educational institutions implement comprehensive mental health programs such as Mental Health Awareness and Education Programs, and Stress Management and Resilience Training, to support teachers. Thu, 01 Jan 2026 00:00:00 GMT http://ir.mu.ac.ke:8080/jspui/handle/123456789/10395 2026-01-01T00:00:00Z http://ir.mu.ac.ke:8080/jspui/handle/123456789/10286 Title: Economic factors determining poverty levels among women in Langas, uasin gishu county, Kenya Authors: Soy, Mary Jelangat Abstract: Women’s role within society has a remarkable impact on poverty alleviation, though they are susceptible to gender-based inequalities, uncompensated caregiving, and domestic duties. This study examined the socio-economic factors influencing poverty among women in Langas, Uasin Gishu County. The specific objectives were: (i) to examine the socio-demographic factors affecting women in Langas, (ii) to determine the income levels and patterns that impact household poverty, (iii) to assess household expenditure levels and patterns that influence poverty, and (iv) to analyze women’s economic status in relation to household poverty. Guided by Sen’s Capability Approach, the study adopted a descriptive research design with a sample of 380 women selected through stratified and simple random sampling. Data were collected using structured questionnaires and analyzed using descriptive statistics, chi-square tests, and binary logistic regression. The regression results revealed that several socio demographic and economic factors significantly predict household poverty. Employment status was a significant determinant (β = -0.061, p = 0.048), suggesting that women engaged in stable employment face reduced poverty risk. Savings emerged as a protective factor (β = -0.385, p = 0.020), while reliance on credit increased vulnerability to poverty (β = 0.556, p = 0.013). Household expenditure adequacy strongly predicted poverty likelihood (β = 0.714, p = 0.001), as did disproportionate spending on food and beverages (β = 0.856, p = 0.045). Women’s economic empowerment reduced poverty risk (β = -0.537, p = 0.016), while the ability to earn income significantly lowered poverty incidence (β = 0.516, p = 0.031). Access to savings/loans for emergencies (β = -0.473, p = 0.043) and current economic knowledge/skills (β = -0.535, p = 0.027) were also protective. These findings underscore that wage stability, prudent income patterns, adequate household expenditure, and women’s empowerment collectively shape poverty outcomes. The study concludes that policy interventions should focus on enhancing women’s access to stable employment, savings opportunities, and financial literacy while reducing dependence on informal credit systems. Strengthening women’s empowerment programs can significantly reduce poverty vulnerability and improve household welfare. Wed, 01 Jan 2025 00:00:00 GMT http://ir.mu.ac.ke:8080/jspui/handle/123456789/10286 2025-01-01T00:00:00Z