| Labeling [1] |
| Language classrooms [2] |
| language management [1] |
| Language skills [2] |
| Leadership [1] |
| Leadership style [1] |
| learners with visual impairment [1] |
| learners’ readiness [1] |
| Learning [2] |
| learning achievement [1] |
| Learning disorder [1] |
| Learning goal orientations [1] |
| Learning outcome [2] |
| Learning Outcomes [1] |
| Learning outcomes [3] |
| learning outcomes [3] |
| Learning resources [1] |
| Legislation [1] |
| Level of Occupational stress [3] |
| Liberation [1] |
| Library information resources [1] |
| Library use [1] |
| literacy [1] |
| low achievers [1] |
| Malpractice penaltie [1] |
| Management effectiveness [1] |
| Management of curriculum [1] |
| Management Tasks [1] |
| managerial duties [1] |
| Mastery Learning Approach [1] |
| Materials [1] |
| Mathematics [2] |
| Mathematics performance [1] |
| Matungu [1] |
| Mediated learning [1] |
| mediatedlearning. [1] |
| mentorship [1] |
| Metacognitive strategies [1] |
| Methods [2] |
| Mistreatment. [1] |
| Mnemonic technique [1] |
| Mnemonic Techniques [1] |
| mnemonic techniques [1] |
| model [1] |
| Monetary Rewards [1] |
| Morphophonemic processes [1] |
| Motivation [1] |
| Mount Kenya University [1] |
| Mourning [1] |
| Mtazamo – Namna kitu, jambo au hali inavyofikiriwa kuwa, hisia alizonazo mtu kuhusu mtu, kitu au hali. [1] |
| Music [1] |
| Mwanamke – imetumika kurejelea wanawake (wingi). [1] |
| National cohesion. [1] |
| Need. [1] |
| nomadic pastoralists. [1] |
| non-formal education [1] |
| norms [2] |
| Numeracy skills [1] |
| Nyamira County [1] |
| Objectives [1] |
| Online education [1] |
| Opposites [2] |
| Oppression [1] |
| overcome [1] |
| Parent-teacher partnerships [1] |
| Parental factor [1] |
| Parental involvement [3] |
| parental involvement [1] |
| parenthood [1] |
| Parenting style [1] |
| Participation [1] |
| Participatory school governance [2] |
| pastoralists [1] |
| Peace [1] |
| Peace education [1] |
| Pedagogical Knowledge [1] |
| Pedagogy [2] |
| Peer influence [1] |
| Pegword [1] |
| pegword [2] |
| Perception [1] |
| Perception. [1] |
| Performance [2] |
| Performance goal orientations [1] |
| Permissive [2] |
| Personal Characteristics [1] |
| personal development [1] |
| Physical facilities [1] |
| physical facilities [1] |
| physics students [1] |
| Point of view [1] |
| Police Constables [3] |
| Political [1] |
| Positioning [1] |
| Posttraumatic Stress Disorder [2] |
| Poverty Reduction [2] |
| practical knowledge [1] |
| Practical skills [1] |
| Practice [1] |
| Pre-primary [1] |
| pre-primary [1] |
| pre-primary, teachers’ preparedness [1] |
| pre-school [1] |
| Pre-school Stakeholders [1] |
| Pre-schoolers [1] |
| pre-unit [1] |
| Preschool [2] |
| Preschool Children [1] |
| Preschool learners [3] |
| preschool learners [1] |
| President [1] |
| Prevalence rate of drug abuse [1] |
| Prevalence rate of drug abuse. [1] |
| Prevalence. [1] |
| primary school and factors [1] |
| Primary schools [2] |
| Primary Teacher training colleges [1] |
| Principalrelated factors [1] |
| principals [2] |
| Principals’ Gender [1] |
| Principals’ Management Practice [2] |
| Principals’ Professional Development Practice [1] |
| Productivity [1] |
| Profession [1] |
| professional competencies [1] |
| Professional Experience [1] |
| Professionalism. [1] |
| Psycho - social factors [1] |
| Psychological Stability [2] |
| psychosocial adjustment [1] |
| Psychosocial healing [1] |
| Public secondary schools [1] |
| Public and Private Schools [1] |
| Public Secondary School [2] |
| Public Secondary Schools [3] |
| Public secondary schools [4] |
| public secondary schools [1] |
| public secondary schools and supervision practice [1] |
| Public secondary schools. [1] |
| Publication productivity [1] |
| Punishment [1] |
| Pupils [1] |
| Pupils with Special Needs [1] |
| Pupils’ behaviour, [1] |
| Qualification [1] |
| Quality [2] |
| Questionnaire. [1] |
| Readiness [1] |
| Reading Materials [2] |
| Realism [1] |
| Reconstructionist analysis [1] |
| Reforms [3] |
| Relationship [1] |
| Remote education [1] |
| Reptiles [1] |
| Research [3] |
| Research productivity [1] |
| Resource-regulation strategies [1] |
| Resources [1] |
| response [1] |
| retention [1] |
| Risky Behaviour Change [1] |
| Rituals [1] |
| Role definition [1] |
| Root nodule bacteria [1] |
| Rural women [1] |
| Rural women and Keiyo South Constituency [1] |
| School attendance [1] |
| School Environment [1] |
| School governance [1] |
| School related factors [1] |
| School-based factor [1] |
| School-based factors [1] |
| Schooling [1] |
| Schools [3] |
| Science [2] |
| Science & Technology [2] |
| science skills [1] |
| science, technology [1] |
| Scientific Creativity [1] |
| Secondary school [1] |
| Secondary school curriculum [1] |
| Secondary Schools [1] |
| Secondary schools [4] |
| secondary schools [1] |
| Self - concealed [1] |
| self assessment [1] |
| Self concept [1] |
| self concept, [1] |
| Self-concept [1] |
| Self-efficacy beliefs [1] |
| Self-Esteem [1] |
| Selfconcept [1] |
| serial learning [1] |
| Serotype Age [1] |
| Sex prevalence Seasonal distribution Climatic factors [1] |
| Sexual self - disclosure [1] |
| Shared-book reading [2] |
| Sin [1] |
| Single parenthood [1] |
| Social Science [2] |
| social stressors [1] |
| Socio - Economic Status , [1] |
| Socio-economic factors [1] |
| South Sudan [1] |
| Special needs policy [1] |
| Special Schools [1] |
| Stakeholder percept [1] |
| Stance [1] |
| Statutes [1] |
| stimulus [1] |
| stimulus, [1] |
| Storytelling [2] |
| strategies [1] |
| Stress [3] |
| Student Achievement [1] |
| Student based factors [1] |
| Students [1] |
| students [3] |
| Students school connectedness [1] |
| students' discipline, [1] |
| Students’ Academic Performance in KCSE [2] |
| Students’ achievement [1] |
| Students’ Achievement in Mathematics [1] |
| Subject Matter Knowledge [1] |
| Sustainable development [1] |
| Symbiotic efficiency. [1] |
| Task oriented [1] |
| Teacher [1] |
| teacher training colleges [1] |
| Teacher competence [1] |
| teacher competence, [1] |
| Teacher Education [2] |
| Teacher education [1] |
| Teacher Job Performance [1] |
| Teacher Preparedness [1] |
| Teacher preparedness [1] |
| Teacher Professional Records [1] |
| Teacher Training Colleges [1] |
| Teachers [2] |
| Teachers Perception [1] |
| Teachers’ Training [1] |
| Teaching [3] |
| teaching [1] |
| Teaching aids [1] |
| Teaching aids, [1] |
| teaching and learning process [1] |
| Teaching Approach [1] |
| teaching/learning resources [1] |
| Techniques [1] |
| Technology [2] |
| Temptation [1] |
| Test [1] |
| Textbook development [1] |
| textbook selection [1] |
| Themes [1] |
| themes [1] |
| Tier [1] |
| Timely syllabus coverage [1] |
| trainers’ qualifications [1] |
| Training [1] |
| Transformational leadership [1] |
| Transition [2] |
| Transition rate [1] |
| Trauma [3] |
| Uasin Gishu County [1] |
| Ufeministi wa Baada-ukoloni – Nadharia ya uhakiki wa fasihi inayohusishwa na mtazamo wa Kiafrika [1] |
| Undergraduate students [1] |
| Unemployment [1] |
| Uninvolved parenting [2] |
| Universities [1] |
| University [5] |
| University Education [1] |
| Urban slums [1] |
| Utilization [2] |
| verbal learning [1] |
| Vice-Chancellor [1] |
| Violence [3] |
| Visual impairment [2] |
| visual impairment [1] |
| visual impairments [1] |
| visually impaired learners [2] |
| visually impaired learners. [1] |
| vocational teachers [1] |
| Voice [1] |
| Vote [1] |
| Workload [1] |
| Year of study and gender [1] |
| YLWHA [1] |
| youth with disabilities [1] |
| Zoogeography [1] |
