http://ajsse.org/index.php/1/issue/feed 2024-11-04T15:24:51+00:00 Prof Tufano editor@ajsse.org Open Journal Systems <p>The Academic Journal of Social Science Education is an international, peer-reviewed, open-access journal which publishes high-quality articles on teaching and learning in the interdisciplinary field of social science education. Published since 2012, the AJSSE is a quarterly with thematic issues which, nevertheless, also runs a permanent open call.</p> <p>In addition to its focus on original research papers, the AJSSE welcomes other contributions including research notes, essays, reports about debates and developments, country studies, conference reports, case studies or lesson reports, reviews and review essays.</p> <p>The Journal of Social Science Education AJSSE was founded in order to offer the disciplines in the field of social science education a representative scholarly publication. The journal represents a sophisticated image that is characterised by its theory and research orientation, interdisciplinary approach, internationalism and originality as well as by a rigorous anonymous peer review.</p> <p><em>Theory and research orientation: </em>The Journal of Social Science Education AJSSE is a theory and research oriented journal of social science education and related disciplines and fields. Theoretical discussions on education, teaching and learning and related empirical research, whether qualitative or quantitative, are its centre of interest. Of course, scholarly perspectives on practices of teaching and learning and the discussion of policies, empirical results, and research methods are included.</p> <p><em>Interdisciplinary approach: </em>The AJSSE promotes the dialogue among the disciplines of social science education and between them and the social sciences. It is committed to the ideas of cooperation and interdisciplinary research and communication. Therefore, the editors of the AJSSE prefer topics which are relevant for more than one specialist discipline of social science education or social sciences.</p> <p><em>Internationality and focus on Europe: </em>The AJSSE aims to provide a forum for the dialogue across national borders and puts a particular stress on a European perspective and on research on and practices of European and neighbouring countries. That is why the journal prefers themes that are of multinational or supranational, especially European relevance and papers that deal with topics related to the diverse discourses in Europe.</p> <p><em>Originality: </em>The editors prefer contributions that stimulate and enrich the scholarly discourse with their originality and innovativeness, develop new concepts, apply unconventional research methods or transcend borders of conventional discourses.</p> <p><em>Quality standards: </em>Papers submitted to the Academic Journal of Social Science Education are entered into a rigorous double-blind peer-review process, normally read by at least two editors, assessed for suitability and then reviewed by two independent, anonymous expert referees. The editors’ decision will be final. The editors reserve the right to decline articles if they are judged as inconsistent with the editorial policy.</p> <p>Among others, the AJSSE is indexed in SocINDEX, Scopus and DOAJ, it is listed in Hcéres (SHS 4) and The Nordic List.</p> http://ajsse.org/index.php/1/article/view/292 2024-11-04T15:24:51+00:00 Pauline Mwendwa mwendapauline@gmail.com Joyce Gikandi gikandi@gmail.com

<p>In Kitui Central Sub-County, Kitui County, Kenya, the performance of students in public secondary schools has raised significant concerns among educators, parents, and policymakers. Despite various educational reforms and initiatives aimed at improving academic outcomes, many schools continue to experience challenges that hinder student achievement. One critical factor contributing to these challenges is the inadequate mobilization of teaching and learning resources by school principals. his study utilizes a descriptive survey research design to examine the impact of principals' supervision practices on student performance in public secondary schools in Kitui Central Sub-County, Kitui County, Kenya. The target population comprises principals, teachers, and sub-county education officers, with a sample size of 84 participants determined using Yamane’s formula. A multistage sampling approach, including stratified random and purposive sampling, ensures representation. Data collection employed structured questionnaires. Statistical analyses, including descriptive statistics and regression analysis, were performed to assess relationships and validate findings. The study found that 73.2% of changes in academic performance are attributed to principals’ mobilization of teaching and learning resources (R² = 0.782, adjusted R² = 0.732). The regression analysis indicated a significant impact, with a unit improvement in resource mobilization resulting in a 0.397 increase in academic performance, confirming the importance of effective resource management in enhancing student outcomes. The study concluded that principals' mobilization and equitable distribution of teaching and learning resources are critical to student performance. Providing adequate resources enhances the learning environment, supporting effective teaching and learning, and ultimately leads to improved academic outcomes for students. The study recommended that principals prioritize efficient mobilization and management of teaching resources by conducting needs assessments, investing in educational tools, and forming partnerships with stakeholders. Securing funding and ensuring access to necessary materials will enhance teaching and learning experiences, promoting an enriched educational environment and improved student performance.</p>

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