Department of Accountancy, Finance and Economics

Permanent URI for this collectionhttp://erepository.kibu.ac.ke/handle/123456789/227

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Browsing Department of Accountancy, Finance and Economics by Author "Kirwa, Tecla Cecilia"

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    An investigation of teacher modeling’s effect on pedagogical competence in public secondary school in Kenya
    (World Journal of Advanced Research and Reviews, 2024-10-01) Omega, Kennedy Amadi; Manasi Echaune; Kirwa, Tecla Cecilia
    Teaching strategies of the 21st century worldwide are ever-changing and need constant upgrading through teacher mentorship practices (TMP) that enhance their pedagogical competence. The purpose of the study was to examine the effect of teacher modeling on pedagogical competence in public secondary schools in Kenya. The study adopted mixed methods research design, grounded in pragmatism research paradigm. The target population was 105,234 teachers including Principals from 8,933 public secondary schools in 47 counties in Kenya. Using the Krejcie and Morgan table (1970) a sample size of 384 was determined with a slight oversampling of 56 to 440 respondents. Teachers in national schools were preferred. Simple random sampling was used to get 36 counties from which 2 national schools were purposively sampled bringing the total number to 72 national schools. Principals from these schools were included in the study. Through purposive sampling 184 teacher mentors who were heads of departments were included in the study while 184 novice/teacher mentees were identified through simple random sampling. The data was collected using Focused Group discussion (FGD) and questionnaires. Qualitative data was analyzed using themes while quantitative data was analyzed using descriptive statistics namely frequencies, mean and standard deviations as well as inferential statistics namely Pearson correlation, ANOVA and simple linear regression analysis. The findings revealed that, teacher modeling has statistically significant effect on pedagogical competence in public secondary schools in Kenya (t= 9.328 (B=0.000) p<.0001). The study concludes that teacher modeling emerges as a multifaceted approach to professional development (PD), offering novice/mentee teachers a blueprint for pedagogical excellence across various dimensions. It recommends that for the purpose of teacher mentorship in public secondary, schools administrators should make teacher modeling a priority to foster their pedagogical competencies.
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    Does Firm Innovation have an effect on Financial Performance? Evidence from Insurance Firms in Kenya
    (Stratford Journal of Finance and Accounting, 2019-11-01) Kirwa, Tecla Cecilia; Ng'eno, Victor
    The purpose of this study was to examine the effect of firm innovation on financial performance of insurance firms in Kenya. The study was informed by balanced score card theory and stakeholder theory. The study employed explanatory research design. The study population comprised of 5273 employees drawn from 49 Kenyan insurance firms who are members of Insurance Regulatory Authority. A sample size of 372 employees was drawn using Yamane‟s formula. Data for this study was collected using a survey questionnaire. Reliability of data collection ensured through pre-testing of the instruments and statistically, the Cronbach‟s alpha was adopted to assess the level of reliability of the instrument. Findings from multiple regression models and Pearson correlation analysis indicated that innovation had significant and positive effect on performance of insurance firms. A firm innovation always led to the financial performance insurance firms.
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    Health-system readiness for the care of preterm, small and sick newborns in Western Kenya: a mixed-methods assessment of facilities, workforce and service delivery
    (Research Square, 2026-09-17) Namusonge, Lucy Natecho; Simiyu, Catherine Mutonyi; Shisanya, Morris Senghor; Kirwa, Tecla Cecilia; Morema, Everlyne Nyanchera
    Background Preterm, small and sick newborns depend on facilities that are not only equipped but staffed, protocol-guided and able to refer, record and improve. Multidomain readiness evidence at county level in Kenya is limited. We assessed readiness in selected facilities in Western Kenya and examined health-system factors explaining the gaps. Methods Facility-level cross-sectional mixed-methods study in ten facilities (levels 3–5) in Bungoma and one neighbouring county. A structured assessment scored 59 items across 11 domains (0 = not available; 1 = available but non-functional; 2 = fully available and functional). Domain and overall readiness, tracer functionality and eight service bundles were computed from observed scores. Two provider interviews and facility free-text responses were analysed using a framework approach and integrated in a joint display. Results No item-level score was missing. Median overall readiness was 49.2% (IQR 45.8–72.7; range 29.7–94.9), with five facilities below 50%. Readiness was highest for health information systems (median 75.0%) and infrastructure (71.4%) and lowest for kangaroo mother care (20.0%), clinical guidelines (30.0%) and quality improvement (31.2%). No facility had an adequate nurse-to-newborn ratio; a preterm care guideline was fully functional in one. Two facilities met the full stabilisation bundle, one the respiratory bundle, and one met all four core bundles. Providers attributed gaps to staffing shortages, donor dependence and audit recommendations that recur unimplemented. Conclusions In this network, commodities were more available than the workforce, protocols and governance needed to use them. Priority investment should target neonatal staffing, protocol dissemination, KMC capacity and facility quality-improvement structures rather than equipment alone.