The development and implementation of effective internal and external quality assessment and standards, provided schools with a foundation for monitoring and evaluating their programs. The purpose of the quality standards and assessment program was to provide a reasonable assurance that the school’s activities conformed to the national standards set by the Ministry of Education, through its Directorate of quality and standards department. One of the ways that ensured internal quality and standards are met was implantation of effective teaching practices. The general objective of this study was to establish the effectiveness of schools’ teaching practices on the Kenya certificate of secondary education performance of public secondary schools in Kakamega County, Kenya. The study was guided by School Based Management Theory. Cross-sectional study design was selected because of the advantage that it provided in saving cost and time in data collection and also that it allowed for standardization of interview questions. The target population was 415 principals, 415 Deputy Principals, 415 directors of studies and 33296 form four candidates 2019.A sample size of 700 respondents was selected using Nassiuma’s formula for number of schools then stratified sampling technique applied to get the sampled schools.100 principals 100 deputy principals 100 director of studies and 400 students were chosen as the sample.  The study relied on primary data and secondary data that was collected using semi-structured questionnaire. Modifications, additional questions and other shortcomings found in the questions were corrected. Descriptive statistical analysis was done using, frequencies and percentages to describe the basic characteristics of the data. Inferential data analysis was done using Pearson’s Product-Moment Correlation Coefficient. Correlation analyses were used to measure the relationship between variables. The correlation analysis results revealed that there was a positive and a strong significant association between schools’ teaching practices and KCSE Performance as supported by (r=0.655, p=0.000). The coefficient of determination (R Square) of 0.875 indicated that the independent variable constituted 87.5% of the variance in the dependent variable. These results therefore explained 87.5% while the 12.5% is explained by other variables outside the scope of this study.

Kerygma and history in the theology of Rudolf Karl Bultmann is one of the controversial issues in the Biblical-theological study. The topic has received divergent opinions from Biblical-theological scholars. Some scholars portrayed ‘’kerygma’’ as the proclamation or preaching of the cross. The questions motivated by this study is that,how does Scripture be demythologized? What is the right presupposition method employed to interpret the Scripture and shape the theological ideas? What does the Greek word ‘’kerygma’’ imply? How does Rudolf Bultmann’s kerygma contribute to Christian theology? The paper will educate and inform the readers thatDemythologization is the hermeneutical method which focuses on the Biblical texts to remove mysteries to get sound theological teachings. The Greek kerygma is originated from the ancient Greek word ‘keruymawhich implies proclamation or preaching of the gospel. Rudolf Bultmann contributed positively to Christian theology in demythologized and dialectical methods.