Abstract:
Headteachers are expected to undertake various school management activities such as setting different targets related to internal exams, different subjects, and KCPE in the quest for improving learners’ academic performance. This particular study examined the contribution of head teachers’ target setting toward learners’ academic performance in Kenyan public primary schools. The article is an extract study of a study conducted in Makueni County of Kenya which used a descriptive survey design and a target population of 714 public primary schools in Makueni County. The study used a sample size of 74 head teachers, 428 teachers, and 7 quality assurance officers. The researcher collected quantitative data through questionnaires which were administered to the selected head teachers and teachers while qualitative data was collected through interviewing the quality assurance officers. The study also found that the set targets were specific, measurable, attainable, realistic, and time-bound. The Chi-Square test results confirmed that the head teacher’s target-setting practices had a significant influence on learners’ academic performance in public primary schools in Makueni County (χ2= 114.835, p< 0.05). The study concluded that the active involvement of head teachers in continuous performance analysis allowed for a comprehensive understanding of the student's performance and areas for learners’ academic improvement. The study recommended that head teachers should embrace technology such as phones to be used to ensure the engagement of parents and pupils in target settings using messages, calls, and WhatsApp.
