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Purpose: Previous studies conducted in Kenya and elsewhere in the world have investigated how circular economies affect various aspects of the firm’s performance such as supply chain performance, distribution, customer service among others. The goal of this study was to investigate the influence of Circular Supply Chain Practices (CSCP) on the performance of the Manufacturing Firms in Nairobi County, Kenya. Methodology: The study adopted a descriptive Research design. The target population of this research was the eight hundred employees working in the160 manufacturing firms in Nairobi County, Kenya.  It employed a stratified sampling method whereby a sample of 100 respondents were selected, and used questionnaires to collect data. It adopted descriptive and inferential statistics to evaluate the variables numerically whereby Statistical Package for Social Students (SPSS) was used in the data analysis. In determining the relationship between Circular Supply Chain Practices and the performance of manufacturing firms in Nairobi County, Kenya, the regression model was used. The data and results of the study were presented in tables. Findings: Findings showed that circular supply chain practices have positive and significant influence on performance of manufacturing firms in Nairobi County. The regression analysis reveals that 89.2% Variations in the performance of manufacturing firms in Nairobi County are as a result of circular supply chain practices with  (R2=0.892) Unique Contribution to Theory, Practice and Policy: The study recommends that manufacturing firms should put in place mechanism to improve reverse logistics, green policy regulation, sustainable supply chain collaboration and product design practices. Further, the government should formulate adequate policies that would provide a good framework to make use of circular supply chain practices.  

This paper is a report of a study that was carried out in the year 2017 on the perceptions of teacher trainers and trainees on the relevance of instructional resources for Creative Arts teacher education curriculum to learners’ needs in Kenya. The larger study from which this paper was drawn was on the perceptions of teacher trainers and trainees on the relevance of Creative Arts teacher education curriculum to learners’ and societal needs. This study was guided by Structural Functionalism Theory. The pragmatic paradigm was adopted in the study. The study used mixed methods research approach. These involved integrating the qualitative and quantitative approaches. Under this design, both the qualitative and quantitative data were collected concurrently, analyzed separately and then merged for interpretation of overall results. This study targeted teacher trainees, trainers and HoDs of Creative Arts drawn from public primary teacher training colleges in the western region of Kenya. Stratified and simple random sampling methods were used to select the sample whereby three hundred and ten participants were selected for the study. These comprised of 270 teacher trainees, 30 teacher trainers (tutors) and 10 HODs for Creative Arts. The research instruments used were teacher trainees’ questionnaire; the teacher trainers’ questionnaire; and the HoDs interview schedule. Data analysis was done by the use of descriptive statistics whereby frequencies and percentages were calculated using the Statistical Package for the Social Sciences (SPSS) software. The results of the study revealed that teacher trainees and trainers perceived resources such as song repertoire and audio-visuals among others as relevant to the learner and societal needs but inadequate. The instructional resources in the colleges were perceived to be inadequate and obsolete. Lack of rooms to accommodate practical teaching using the suggested resources was also of concern. It was recommended that colleges should endeavor to provide all the resources suggested in the syllabus and replace those that are obsolete. In addition, emphasis should be put on teaching the subject in a more practical way through the provision of time and space. The results of this study will be useful to pre-service teachers, teacher trainers, policymakers, and researchers, on curriculum development and implementation of Creative Arts curriculum for teacher education.

Various forms of support frommore experienced teachers help Newly Recruited Teachers (NRTs) to quickly adjust to the expectations of the new job as well as the respective place of work.Today, support of NRTs is even more crucial considering that since 1998,the Teachers Service Commission (TSC)currently established under Article 273 (1) of the Constitution of Kenya (2012); the sole employer of teachers in Kenyaapplies a demand-driven-teacher recruitment formula. Teachers are recruited and posted subject to availability of vacancies in any part of the republic of Kenya. The posts are advertised and recruitment follows successful interview conducted in the schools with vacancies or of late in certain central venues that cater for particular sub counties.TheNRTs face a myriad of challenges given that many of them get employed in environments they are not familiar with and sometimes in counties that are far away from their counties of origin. Unfamiliar environments are bound to create heightened feelings in an individual. The NRTs are not an exemption to this. They obviously needpsychosocial support:-opportunity to have someone to talk to and need to feel comfortable in asking for advice and assistancesuch as helping them feel at ease, attention for stressrelief, and stimulating self-confidence.This paper seeks to report the findings of a study with regard to such support strategies that various school managements use to get the NRTs acclimatize to their new schools in particular and the teaching profession in general. It also makes recommendations for improvement of such support in pursuit of better teaching environments for quality education in Kenya.

The purpose of this study was to assess teachers’ technological and pedagogical knowledge of integrating ICT in teaching English in secondary schools in Nairobi County, Kenya. The study was guided by two frameworks: Technological Pedagogical and Content Knowledge (TPACK), and Teacher Cognition. The study employed an explanatory sequential mixed-methods approach to collect both qualitative and quantitative data. The study adopted a descriptive survey research design, and pragmatic world view as a philosophical orientation. The sample consisted of 20 secondary school teachers of English from Nairobi County. Simple random and purposive sampling techniques were used. Data was collected using an interview schedule and a teacher questionnaire. Data were analysed using descriptive statistics: frequencies, percentages, means, standard deviations and presented in tables and short descriptions and content analysis procedures and presented in narrations based on thematic areas derived from the study variables. The findings revealed among other things that, 75% of the teachers of English sampled lacked TPACK to effectively integrate ICT in their teaching, the training required by teachers of English to integrate ICT in their teaching and the resources needed to deliver this were inadequate in many schools under study. The study concluded that: teachers of English needed sufficient technological pedagogical knowledge and adequate ICT skills to effectively integrate ICTs in their teaching, the aspirations of national educational authorities because of establishing ICT competencies does not automatically result in changes in classroom practices. The study recommended that teachers be provided with professional development as a continuous process on the integration of ICT in teaching; underscoring the importance of the continued teacher development in ICTs to enhance English language teaching. The study further challenges policymakers in the secondary school context to develop ....