Influence of teacher empowerment on Kenya certificate of secondary education performance in public secondary schools in Kibwezi sub-county, Kenya

Abstract

The purpose of this study was to establish the influence of teacher empowerment on Kenya Certificate of Secondary Education (KCSE) performance in public secondary schools in Kibwezi sub-county, Kenya. The study was guided by three research objectives and three null hypotheses. The research objectives sought to examine the extent to which teachers‟ involvement in decision making influenced academic performance of secondary schools; establish the extent to which teachers‟ professional development influenced academic performance of secondary schools and lastly determine the extent to which teachers‟ in-service training influenced academic performance of secondary schools in Kibwezi Sub-County, Kenya in KCSE. The null hypotheses stated that there was no significant relationship between teachers‟ involvement in decision making, teachers‟ professional development and teachers‟ training and in-servicing and KCSE performance of public secondary schools in Kibwezi Sub-County, Kenya. The study was carried out using descriptive survey research design. The target population was 60 principals and 420 teachers. The sample was 18 principals and 84 teachers. Data was collected by use of questionnaires and was analysed using inferential statistics. Findings revealed that there was a strong positive relationship p = 0.72 between teachers‟ involvement in decision making and KCSE performance. Pearson‟s Product Moment Correlation Coefficient used to test the hypotheses that there is no significant relationship between teachers‟ professional development and KCSE performance. Findings also revealed that there was a significant relationship between teachers‟ professional development and KCSE performance. Based on the findings, the study concluded that empowering teachers significantly influenced KCSE performance. The study concluded that teachers‟ professional development influenced on KCSE performance. This implied that teachers‟ professional development was likely to influence students‟ performance in KCSE. When teachers are rewarded with promotions, they are empowered to work harder and hence improve KCSE performance. The study also concluded that there was a positive relationship between teachers‟ training and in-servicing and students‟ KCSE performance as shown by p greater that 0.05. This implied that the more the teachers were trained and in-serviced, the more they are likely to improve KCSE performance. Taking the limitations and delimitations of the study the researcher suggested that a study on the influence of teacher characteristics and students KCSE performance should be conducted. It was also suggested that a study on teachers‟ level of motivation on students KCSE performance should be conducted and lastly a study on teachers‟ levels of job satisfaction and students‟ students KCSE performance should be conducted.