Head teachers’ management practices and learners’ academic performance in public primary schools in Makueni County, Kenya

Abstract

In Makueni County, public primary schools have continued to post low mean scores in the Kenya Certificate of Primary Education examinations showing declining academic performance each year from 2017 to 2021. Therefore, the purpose of this study was to assess head teachers’ management practices on learners’ academic performance in public primary schools in Makueni County, Kenya. The specific objectives of this study were to determine the influence of head teacher’s instructional supervision on learners’ academic performance; to examine the influence of target setting on learners’ academic performance; to examine the influence of head teachers’ leadership styles on learners’ academic performance, and to establish the influence of teacher motivation on learners’ academic performance in public primary schools. The study used a descriptive research design. The target population was the 714 public primary schools in Makueni County. The sample size was 509 respondents comprising 74 head teachers, 428 teachers, and 7 quality assurance officers. The study took a census of all the head teachers in the 74 schools and the seven quality assurance officers while simple random sampling was used to select the 428 teachers. Data was collected using questionnaires and interviews. The pilot study was done in 7 schools located in the Kibwezi sub-County to test the study’s validity and reliability of the selected research instruments. The reliability results gave a Cronbach’s alpha which was above 0.7 for the questionnaire and thus the tool was valid for use in data collection. The quantitative data from the questionnaires was coded and entered into the statistical package for social sciences (SPSS) software which was used to generate descriptive statistics and conduct the Chi-Square test. The Chi-Square test p-value was set at a significant level of α = 0.05. Qualitative data was analysed through the content analysis method in line with the study’s objectives. The quantitative data was presented in bar graphs, pie charts, and tables while qualitative data was presented in narrative form. The study found that head teacher’s instructional supervision as shown by Chi-Square P-values of (0.03 < 0.05), target setting (0.03 < 0.05), leadership styles (0.04 < 0.05) and teacher motivation (0.03 < 0.05) as primary management practices had a significant influence on learners’ academic performance in public primary schools in Makueni County. Drawing from the quantitative data, the study further found that some head teachers did not check the teachers’ documents and assessment tools. Therefore, the study concluded that low levels of supervision of the curriculum and failure to validate teachers’ documents by some head teachers accounted for the poor performance among learners. Similarly, the study found that some head teachers did not have a plan for motivating teachers. The absence of these practices according to the study remained a contributing factor to low mean grades in public primary schools in Makueni County. Thus, the study recommends a review and update of policies regarding instructional supervision by the Ministry of Education and the Teachers Service Commission (TSC). From the study findings, the study recommends the adoption of a leadership style that enhances communication, enhances collaboration between head teachers and their teachers to improve the performance of their schools, the study further recommends Quality Assurance to ensure that head teachers supervise teachers’ activities effectively including teaching documents to ensure good performance in their school. Headteachers, the Board of Management and the Parents Association are advised to initiate ways of motivating teachers to enhance the performance of their learners.