DR REUBEN N.
TTU 2025 EAP2201@COHORT2022
EAP 2201: EDUCATIONAL MANAGEMENT AND ADMINISTRATION
4TH YEAR, 1ST SEMESTER (SEPT-DEC 2025)
2022 INTAKE COHORT
UNIT STUDY GUIDE QUESTIONS
LESSON 2: EDUCATIONAL ADMINISTRATION THEORIES
1. Analyze the principles of the two classical management theories and critically discuss
how these principles can be applied to enhance the management of secondary schools in
Kenya under the CBC model. Illustrate your answers with relevant examples from
contemporary school settings.
2. Evaluate the Human Relations Theory, highlighting its major contributions to educational
management. How can this theory be leveraged to improve teacher motivation, student
engagement, and administrative effectiveness in basic education within the CBC
framework?
3. Explore the significance of understanding key education management terminologies such
as education administration, educational supervision, leadership, and theory for teacher
trainees. How does mastering these concepts prepare trainees for effective management
roles in Kenya’s evolving education system?
LESSON 3: ADMINISTRATIVE PROCESSES
1. Analyze how the components of the administrative process can be applied to improve
school management and teaching effectiveness in educational settings.
2. Evaluate the role of clear objectives within the administrative process in enhancing
curriculum delivery and learner outcomes in teacher training institutions.
3. Critically assess how a comprehensive understanding of administrative processes equips
teacher trainees with skills for effective leadership and classroom management.
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DR REUBEN N. TTU 2025 EAP2201@COHORT2022
LESSON 4: THEORIES OF MOTIVATION
1. Examine how secondary school teachers can apply Maslow's Hierarchy of Needs to
satisfy students’ belongingness and esteem needs within Kenyan schools. Analyze the
subsequent effects on student motivation and academic wellbeing in the CBC context.
2. Critically assess Herzberg’s Two-Factor Theory regarding its relevance and limitations in
motivating teachers and students in Kenyan secondary schools. Propose strategic
initiatives schools can implement to address both hygiene factors and motivators
effectively.
3. Compare McGregor’s Theory X and Theory Y in terms of their applicability to student
and teacher motivation in Kenyan secondary schools. Develop a plan for integrating
Theory Y principles to enhance engagement and performance while addressing
contextual challenges unique to Kenya
LESSON 5: LEADERSHIP
1. Critically analyze how the different types of leadership (formal, symbolic, and
functional) interact within educational institutions to influence organizational culture and
teaching practices.
2. Evaluate the impact of various forms of authority on the exercise of power in school
leadership, and discuss how these authority types shape ethical decision-making and
stakeholder relationships.
3. Synthesize your understanding of the different bases of power (legitimate, expert, reward,
referent, coercive) to propose strategies for teacher trainees to develop transformational
leadership capabilities in diverse classroom and school contexts.
LESSON 6: LEADERSHIP THEORIES
1. Critically compare and contrast major leadership theories (Trait, Great Man, Situational,
Contingency, and Path-Goal) in terms of their applicability to dynamic educational
environments.
2. Evaluate how different leadership styles (Autocratic, Democratic, Laissez-Faire)
influence teacher motivation and student outcomes in varied classroom contexts.
3. Using examples from educational settings, analyze how a leader might effectively adapt
their leadership style based on situational demands and follower characteristics.
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DR REUBEN N. TTU 2025 EAP2201@COHORT2022
LESSON 7: COMMUNICATION
1. Analyze how the communication process model influences stakeholder engagement and
decision-making in Kenyan schools, considering the diverse linguistic and cultural
backgrounds of learners, teachers, and communities.
2. Evaluate the role of formal and informal communication channels in shaping educational
policies, school management, and teacher collaboration in Kenya’s devolved education
system.
3. Critically assess the barriers to effective communication faced by educators in Kenya,
including infrastructural, socio-cultural, and technological challenges, and propose
comprehensive strategies that could enhance communication effectiveness for improved
educational outcomes.
LESSON 8: FUNDAMENTALS OF NATIONAL EDUCATION ADMINISTRATION
1. Critically analyze how national education policies since 1963 have shaped the
governance and administration of education in Kenya, and assess their impact on
contemporary school management practices.
2. Evaluate the core functions of education policy in Kenya’s national educational
administration, discussing how these functions influence policy formulation,
implementation, and educational outcomes.
3. Delineate the fundamental principles underlying national education administration in
Kenya, and propose ways teacher trainees can engage with policy to promote effective
school leadership and educational equity.
LESSON 9: LEGAL FRAMEWORK ON EDUCATION SYSTEM
1. Critically analyze the extent to which the Education Act, Chapter 212 of the Kenyan
Laws (1968), supports or constrains the full implementation of the Competency-Based
Curriculum (CBC) in Kenya. How should the Act be amended or interpreted to align with
the new education reforms?
2. Evaluate the current roles of the Inspectorate and Field Other Services within the
Permanent Secretary’s office in facilitating quality assurance and smooth transition to the
CBC system. What organizational changes would you recommend to better support CBC
implementation at national and county levels?
3. Explore how the statutory bodies—Teachers Service Commission (TSC), Kenya National
Union of Teachers (KNUT), Kenya National Examinations Council (KNEC), and Kenya
Institute of Curriculum Development (KICD)—can collaboratively address challenges
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DR REUBEN N. TTU 2025 EAP2201@COHORT2022
related to curriculum delivery, teacher preparedness, and student assessment under the
CBC framework.
LESSON 10: SECONDARY SCHOOL ADMINISTRATION
1. Evaluate how the Board of Management (BOM) and Parent-Teacher Association (PTA)
can adapt their management roles to effectively support the implementation of the CBC
in secondary schools, considering the curriculum’s emphasis on learner-centered
pathways and skills development.
2. Analyze the changing roles of the principal and deputy principal in the context of CBC-
driven secondary schools, focusing on leadership challenges and strategies to foster a
social system that promotes competency development and holistic student welfare.
3. Investigate the potential impact of Educational Management Information Systems
(EMIS) on decision-making and quality assurance in CBC secondary schools. How can
school education managers leverage EMIS to address challenges of curriculum delivery,
teacher deployment, and student assessment?
LESSON 11: SCHOOL FINANCIAL MANAGEMENT
1. Critically evaluate how the current budgeting challenges, including recent shortfalls in
education funding, affect the implementation and sustainability of the CBC in secondary
schools. How can schools adapt their budgeting principles and management practices to
mitigate these challenges while ensuring quality education?
2. Analyze the procurement process within the secondary school system in Kenya under the
CBC framework. Discuss its role in supporting curriculum delivery and infrastructure
development, considering common challenges such as delays, transparency, and limited
resources.
3. a. Examine the sources of financing secondary education in Kenya today.
b. Describe the composition of Kenya senior secondary school procurement committee at
School unit level.
c. Assess the key funders of Basic and higher education in Kenya. In your evaluation
describe the process followed by each of the funding agency in financing education
in Kenya.
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