Principals’ supervision of teachers’ class attendance and learners’ academic performance in Kenya

Abstract

The purpose of this study is to investigate the influence of teacher’s class attendance on learners’ academic performance in Kyuso sub-county, Kenya.This study was based on the system theory by Ludwig Von Bertalanffy 1969. The study objective sought to establish the influence of Principals’ Supervision of Teachers’ Class Attendance on students’ Academic Performance in Kyuso sub county, Kitui County Kenya. The target population included all the 23 principals from 23 schools. Stratified random sampling method was used to select a sample of 210 respondents out of a population of 440 secondary school teachers in Kyuso sub county. Further the study used questionnaires as a tool for data collection. Data analysis was done using descriptive statistics. The collected data was analyzed and presented in form of tables, graphs and charts for easier understanding and interpretation. The findings of the study were that there was a strong positive relationship r (200) = 0.656, p<0.05 between supervision of teachers’ class attendance and Learner’s performance, strong positive relationship r (200) = 0.732, p<0.05 between supervision of teachers’ professional documents and Learner’s performance, strong positive relationship r (200) = 0.744, p<0.05 between Supervision of use learning resources and learners performance and strong positive relationship r (200 = 0.861, p<0.05 between supervision of learner’s work and Learner’s performance. From the analysed data, there is a strong relationship between supervision of teachers’ class attendance and learners’ academic performance. In this regard, the study makes some substantive recommendations that principals should make impromptu class visitations to ensure that teachers are attending classes.