School of Educationhttp://repository.seku.ac.ke/xmlui/handle/123456789/612024-03-28T11:20:30Z2024-03-28T11:20:30ZHeadteachers’ instructional supervision practices influencing pupils’ academic performance in public primary schools in Kangundo sub county Machakos CountyNgui, Pauline M.http://repository.seku.ac.ke/xmlui/handle/123456789/73742023-12-01T06:59:25Z2023-10-23T00:00:00ZHeadteachers’ instructional supervision practices influencing pupils’ academic performance in public primary schools in Kangundo sub county Machakos County
Ngui, Pauline M.
Instructional supervision is an educational process that ensures that educational goals of a
learning institution are achieved through overseeing the implementation of learning
programmes and empowering teachers to provide meaningful learning experiences to the
learners. Institutional heads use instructional supervision to enhance teaching and learning
by providing support to teachers and guidance after their initial teacher training. The goal
of this research was to investigate the influence Headteachers’ Instructional Supervision
Practices Influencing pupils’ academic performance in primary schools in Kangundo Sub
County Machakos County. The study was guided by four research objectives which sought
to; determine the influence of head teachers’ checking of teachers’ professional documents,
head teacher’s classroom visits, headteachers checking of pupils’ exercise books and head
teachers’ monitoring of educational standards on pupils’ academic performance in primary
Schools in Kangundo Sub County Machakos County The study used psychological theory
of supervision. The target population comprised of 68 headteachers and 940 teachers. The
study used slovins’ formulae to identify a uniform sample of 289 teachers and
proportionate sampling to select 144 teachers. The sub-county was stratified into 4 zones
to select 32 schools and corresponding headteachers. Data was collected using
questionnaires. Content Validity of research instruments was ascertained using a pilot
study and expert judgment by the supervisors while reliability of instruments was
ascertained using Test-Retest technique. Quantitative data was analyzed using percentages
and reported using graphs, charts and frequency distribution tables. The study findings had
74.1% and 69.4% of the headteachers and teachers confirming that checking of teachers’
professional documents by headteachers influenced pupils’ academic performance.
Likewise, equal percentage of 69.4% for both of headteachers and teachers confirmed that
headteachers class visitation influenced pupils’ academic performance. Similarly checking
of pupils by headteachers and monitoring of academic programmes was confirmed as
having influence on pupils’ academic performance by 77.87%,73.5%,81.5% and 66.3% of
headteachers and teachers respectively. The study concluded that headteachers
instructional supervision practices influenced pupils’ academic performance in public
primary schools in Kangundo Sub County. Based on the study findings, the study
recommended that headteachers should increase the frequency and diligence of checking
of professional documents, pupils exercise books, conduct frequent class visitation and
beep up monitoring of academic standards in public primary schools in Kangundo Subcounty.
Master of Education in Educational Administration, 2023
2023-10-23T00:00:00ZInstitutional factors influencing the implementation of life skills curriculum in public secondary schools in Matinyani sub-county, Kitui CountyNgimbwa, Itutehttp://repository.seku.ac.ke/xmlui/handle/123456789/73732023-12-01T06:57:00Z2023-10-23T00:00:00ZInstitutional factors influencing the implementation of life skills curriculum in public secondary schools in Matinyani sub-county, Kitui County
Ngimbwa, Itute
The General purpose of this study was to investigate Institutional factors influencing the
Implementation of life skills curriculum in public secondary schools in Matinyani Subcounty, Kitui County, Kenya. The specific study objectives sought to; determine the
extent to which the teaching of Life Skills as a non-examinable subject, level of training
of Teachers in life skills Education, the perception of teachers towards life skills subject
and Principals supervision of the teaching and learning of life skills education influences
the implementation of life skills curriculum in public Secondary Schools in Matinyani
sub-, County. The study was anchored on the Social Cognitive Theories. The study used
Descriptive survey research design. The target population for the study consisted of all
the 26 public secondary school principals and all the Life skills subject teachers and one
Sub County Director of Education in Matinyani Sub County who were selected using
census technique. Data was collected by use of interview guides and questionnaires
which generated both qualitative and quantitative data. Descriptive statistics was used to
analyse both qualitative and quantitative data through the use of Statistical package for
Social Sciences Version 26. Quantitative data was analysed quantitatively and presented
through the use of frequency distribution tables. Content analysis was used to analyse
qualitative data gathered from the open ended items. Thus, data was organized into
themes based on the study objectives and presented in a narrative form.From the findings,
findings majority of the principals of the 91.3 % who were also supported by majority of
LS subject teachers whose percentage translated to 91.3 % disagreed respectively with
the statement that Life skills subject is not examined at all in their schools. The study also
found from majority of 95.7% and 4.3 % of the principals who disagreed and strongly
disagreed respectively with the statement that their school had teachers who had been
trained to teach LSE. The results in this study found from majority of the principals
82.6% who agreed with the statement that teachers of LSE feel overloaded by having an
additional subject. The study found that majority of the principals 100% disagreed with
the statement that there is regular supervision of the teaching and learning of LSE in their
schools. The study recommended that the government should enhance the teaching of
LSE in schools by allocating more resources to schools, capacity building of teachers
through workshops and seminars, pre-serve and in-service training in teaching LSE,
providing learning resources like text books, allocation of time for teaching LS, making
LS examinable and stepping up the supervision of the teaching of LSE. The study may
add to the body of knowledge on institutional determinants of implementation of life
skills education and raise awareness among teachers and students of the value of life
skill curricular.
Master of Curriculum Studies, 2023
2023-10-23T00:00:00ZParent-related influence on students’ academic performance in public secondary schools in Kangundo sub-county, KenyaNgangi, Angelina M.http://repository.seku.ac.ke/xmlui/handle/123456789/73722023-12-01T06:55:34Z2023-10-23T00:00:00ZParent-related influence on students’ academic performance in public secondary schools in Kangundo sub-county, Kenya
Ngangi, Angelina M.
This study investigated parent-related influence on students’ academic performance in
public secondary schools in Kangundo Sub-county, Kenya. It was guided by the following
research objectives to: establish the influence of parental level of education; determine the
influence of parents’ income level; establish the influence of parents’ role in monitoring
learning activities; and determine the influence of single family type on students’ academic
performance in public secondary schools in Kangundo Sub-county. The study adopted a
descriptive survey research design. It targeted all (27) public secondary schools in
Kangundo Sub-county, all (27) school heads, all (27) parents’ association chairpersons, all
(339) teachers and all (2,663) form three students. The study employed a census technique
to include all schools; 24 in the main study and 3 in the pilot study. All the 24 school heads
as well as all the 24 parents’ association chairpersons of the participating schools were
included in the study. The study sampled 30.0% of teachers that gave 102 teachers.
Stratified random sampling technique was employed to select participating teachers where
a proportionate weighted sample was identified per school using proportional allocation
method. Then, simple random sampling technique was adopted to select the participating
teachers in each school. Yamene (1967) formula was used to give a sample of 348 students.
Stratified random sampling technique was employed to identify and select weighted
random samples per school. In total, 498 respondents participated in the study. Data
collection instruments included questionnaires for school heads, teachers, students and an
interview guide for parents’ association chairpersons. Validity of the research instruments
was ascertained through expert judgment and piloting. Reliability was achieved through
test re-test method where the instruments were piloted in schools at a time interval of two
weeks and the two results were correlated using Pearson’s Product Moment Correlation
method. Data were entered into Statistical Package for Social Sciences (version 26.0) for
analysis. Frequencies, percentages, means and standard deviations were used to analyze
data descriptively. Further, inferential analysis was employed that involved correlational
analysis at a 0.05 level of significance. Hypothesis one was accepted or rejected at a 0.01
level of significance. Hypotheses two, three and four were accepted or rejected at a 0.05
level of significance. All quantitative data was presented in frequency distribution tables
and correlation tables. Conversely, qualitative data were analyzed thematically through
content analysis and presented in narratives. Results establishes: a moderate positive
correlation between parents' level of education and students’ academic performance which
was statistically significant (R=.602; p=0.003<0.01); a moderate positive correlation
between parents' level of income and students’ academic performance that was statistically
significant (R=.534; p=0.011<0.05); a weak positive correlation between parents' role in
monitoring learning activities and students’ academic performance which was statistically
significant (R=.451; p=0.035<0.05); and a weak correlation between single parent family
type and students’ academic performance which was not statistically significant
(R=.149; p=0.508). Recommendations are put forth such as: the Ministry of Education to
establish more adult education centres, the government to make secondary school
education completely free; parents to be more involved in their children education and
create a supportive home learning environment; and government to initiate educative and
enlightenment programs on how to improve and sustain intact parenthood.
Master of Education in Educational Administration and Planning, 2023
2023-10-23T00:00:00ZPrincipals’ leadership styles influencing students’ academic performance in public secondary schools in Mwala sub-county, Machakos CountyMwove, Peter N.http://repository.seku.ac.ke/xmlui/handle/123456789/73712023-12-01T07:29:43Z2023-10-23T00:00:00ZPrincipals’ leadership styles influencing students’ academic performance in public secondary schools in Mwala sub-county, Machakos County
Mwove, Peter N.
The purpose of this study was to examine the influence of principals’ leadership styles on
students’ academic performance in public secondary schools in Mwala Sub-county,
Machakos County. The objectives of the study were to establish the influence of the
principals’ transformational leadership style, transactional leadership style, democratic
leadership style, and autocratic leadership style on students’ academic performance in
public secondary schools in the Mwala Sub-county. This study used a descriptive survey
research design. Target population of the study was all 72 schools, all 72 principals, and
all 471 teachers in Mwala Sub-county public secondary schools. Out of the population of
72 schools, 36 schools were chosen through stratified random sampling technique. All the
36 principals of the sampled schools were purposively included in the study. Yamene
(2007) formula was used to give a sample of 216 teachers. Proportional allocation method
was used to identify a weighted teachers’ sample for each school. Simple random sampling
technique was employed to select the participating teachers in each school. The instruments
were validated through piloting and by research experts to ascertain content validity while
reliability was achieved through piloting using the test-retest reliability technique. Data
were coded and entered into Statistical Package for Social Sciences (SPSS) version 23.0
for analysis. Descriptive statistics which included frequencies, percentages, means, and
standard deviations were utilized to analyze data. Inferential statistics which involved
running correlation analysis at a 0.05 level of significance were employed to test the nature
and strength of relationships between variables. The study used tables to present the
analyzed results. The results revealed that there was a weak positive but statistically
significant correlation between transformational leadership style and students’ academic
performance (R=.374, p=.038). The results established that there was a weak positive but
statistically significant correlation between transactional leadership style and students’
academic performance (R=.428, p=.016). The results also showed that there was a weak
positive but statistically significant correlation between democratic leadership style and
students’ academic performance (R=.365, p=.043). Further, the results revealed that there
was a weak negative correlation between autocratic leadership style and students’ academic
performance which was not statistically significant (R = -.259, p=.160). Based on the
findings, the study recommends to the Kenya Institute of Educational Management
(KEMI) and the Teachers’ Service Commission (TSC) to regularly in-service teachers on
leadership styles; principals to enhance practices associated with transformational
leadership, transactional leadership, and democratic leadership practices since they
improve academic performance; principals to only minimally and exceptionally use
autocratic leadership style in extraordinary circumstances when this style may be extremely
necessary.
Master of Education in Educational Administration, 2023
2023-10-23T00:00:00Z