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PRINCIPALS’ INSTRUCTIONAL LEADERSHIP ROLE AND LESSON STUDY PROGRAM IMPLEMENTATION IN PUBLIC SECONDARY SCHOOLS IN KAJIADO COUNTY, KENYA
(Tangaza University College, 2023-10-10) CHIIRA RAHAB
The study investigated principals’ instructional leadership role and lesson study program
implementation in public secondary schools in Kajiado County. It was guided by the following
objectives: To investigate principals’ instructional supervision role and implementation of lesson
study program in public secondary schools in Kajiado County; to investigate principals’
promotion of collaborative practices and implementation of lesson study program in public
secondary schools in Kajiado County; to investigate principals’ coordination of staff professional
development and implementation of lesson study program in public secondary schools in
Kajiado County and to investigate principals’ resource allocation and the implementation of
lesson study program in public secondary schools in Kajiado County. The study was anchored on
Carrier’s instructional leadership model, Vygotsky’s Social Cultural Development Theory and
the Hallinger & Murphy Model of Instructional Leadership. Mixed methods research approach
was used with convergent parallel mixed methods design. The study target population consisted
of 95 public secondary schools, 95 principals and 651 mathematics and science teachers from
Kajiado County with a sample size of 29 principals and 248 mathematics and science teachers.
This was achieved using probability and non-probability sampling techniques which included
purposeful, proportionate and simple random sampling. Collection of data was done using
interview guide for principals and a questionnaire for teachers. A pilot study was conducted in
two schools which had characteristics similar to those of schools that were involved in the study.
The research instruments were validated by experts with knowledge on instructional leadership
from Tangaza University College and the Catholic University of Eastern Africa. Analysis of
quantitative data was done using descriptive statistics which included frequency distributions and
percentages and was generated by use of Statistical Package for Social Sciences (SPSS) version
25. Data was presented in form of bar graphs, pie charts and frequency tables. Qualitative data
was analysed using thematic approach and was presented using narratives and direct quotes. The
findings revealed that secondary school principals carried out supervision throughout the process
of lesson study by attending lesson study meetings and observing lessons as well as giving
feedback; supported collaborations such as team work, peer lesson observation and networking
and linkages; supported teachers to attend professional development and in allocated resources
such as time, human resource and funds for lesson study implementation. However, the study
revealed challenges that face lesson study implementation such as lack of time, funds, materials
and uncooperative teachers. The study concluded that for effective implementation of lesson
study, principals’ instructional leadership is required
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INFLUENCE OF PRINCIPALS’ TEACHER MANAGEMENT STRATEGIES ON STUDENTS’ ACADEMIC ACHIEVEMENTS IN PUBLIC SECONDARY SCHOOLS IN KILIFI SOUTH SUB-COUNTY, KENYA
(Tangaza University College, 2023-10-10) KILWAKE NEKESA EVERLYNE
Effective management of teachers in a school system plays a vital role in facilitating students’
academic achievements as they prepare for life opportunities. This study investigated the influence
of the principals’ teacher management strategies on the students’ academic achievement in public
secondary schools in Kilifi South Sub-County, Kenya. The specific objectives were, to evaluate
whether the provision of incentives to teachers by principals influences students’ academic
achievements, to find out the extent to which principal’s promotion of teamwork among teachers
influences students’ academic achievements, to determine whether principals’ support to teachers
professional development influences students’ academic achievements and fourthly, to establish
whether principals’ way of monitoring the teachers’ syllabus coverage influences students’
academic achievements in public secondary schools in Kilifi South Sub-County. The study was
guided by Total Quality Management theory which was supplemented by the Reinforcement
theory. The study employed the convergent parallel mixed method. The target population for the
study was composed of ten public secondary schools, form three and four students. One Quality
Assurance and Standards Officer, and one Teacher Service Commission Sub County Director in
Kilifi South Sub-County. Purposive sampling was used to select ten principals and one Quality
Assurance Officer. Stratified Sampling Method was used to select 90 out of 115 teachers,
Proportionate sampling was employed to select 306 out of 1300 students. Reliability of the
instruments was tested using the test-retest technique where the scores for teachers were 0.817
while the scores students were 0. 774. Quantitative data was analyzed using the Statistical Package
for Social Science Software Version 23. Descriptive statistics such as frequencies and percentages
were used to present quantitative data. Qualitative data was arranged into themes and reported in
the form of narratives and direct quotations. The study findings showed that teachers are given
paid leave, over time bonuses, and gifts as incentives to improve their performance, however they
are not given opportunities for professional development as an incentive. The study also revealed
that principals do not really support teamwork and also do not allow teachers to participate in
decisions making. The study found out that the principals do not encourage teachers’ professional
development, they do not allow them to attend seminars, workshops and refresher courses. On the
fourth objective, the study established that most teachers had a negative attitude towards principals
monitoring teachers on syllabuses coverage. The study recommended the need to improve
education policies, and that a similar study should be carried out in other sub-counties in Kenya.
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THE CONTRIBUTION OF THE CATHOLIC DIOCESE OF MARSABIT IN EDUCATION AND STUDENTS’ RETENTION IN SELECTED SECONDARY SCHOOLS IN MARSABIT COUNTY – KENYA
(Tangaza University College, 2023-10-10) MUTINDA STEPHEN MUTUKU
This study explored the contribution of the Catholic Diocese of Marsabit on students’ retention in
selected secondary schools in Marsabit County. The objectives of the study were: to establish the
effects of Church-family relationship on student’s retention, to find out the contribution of Church
initiated programs on students’ retention and to examine the contribution of the Catholic diocese
of Marsabit sponsorship and donations on student’s retention: Tinto’s theory of students’ retention
and Maslow’s hierarchy of needs theory guided this study. The purpose of this study was to provide
the ministry of education, educators and policy makers with vital information on enhancement of
students’ retention. The study adopted convergent parallel mixed method design. The study
targeted population of 5,727 which included 12 principals, 48 class teachers, 50 parents, 17 priests
and 5,600 students of the twelve secondary schools where the Catholic Church was fully involved
in rendering services. The sample size for the study was 477 participants who selected through
simple random and purposive sampling methods whereby only 464 participants responded to the
study. Questionnaires were used for students and class teachers while interview guide was used
for principals, priests and parents. Reliability of the questionnaire instrument was tested through
test-retest formula of Pearson before being administered to the target population. The reliability
correlation coefficient of the research instruments was 0.92 (92%). Data collected through the
questionnaires and interviews was sorted out, coded, analyzed and interpreted through descriptive
and inferential analysis using statistical package for social sciences (SPSS) version 20. The
findings showed that the Catholic diocese of Marsabit had contributed and impacted positively on
the enhancement of student’s retention in secondary school. The study recommended that the
policy makers to make policies that allow the Catholic Church and other institution to help in the
enhancement of students’ retention, and the school administration to come up with motivation
programs to enhance students’ retention. The study also recommended that the students to
cooperate in attending any program that can help in their retention in school.
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INFLUENCE OF HEAD TEACHERS’ MANAGERIAL STRATEGIES ON PRIMARY SCHOOL TEACHERS’ PERFORMANCE IN THE IMPLEMENTATION OF COMPETENCY BASED CURRICULUM IN KISUMU CENTRAL SUB-COUNTY, KENYA
(Tangaza University College, 2023-10-10) OTIENO ADHIAMBO MILLICENT
The study investigated the influence of head teachers' managerial strategies on primary teachers’
performance in the implementation of Competency-Based Curriculum (CBC) in Kisumu Central
Sub-County, Kenya. The objectives were: to find out whether head teachers' supervisory strategies
influence teachers’ performance in the CBC; to establish how head teachers’ communication
strategies influence teachers’ performance in the CBC; to establish how head teachers’
technological management strategies influence teachers’ performance in the CBC ; and to establish
how head teachers’ parental engagement strategies influence teachers’ performance in CBC
implementation in primary schools in Kisumu Central Sub-County. The research was anchored on
managerial roles classification theory and Path-Goal theory. A convergent parallel mixed methods
design was adopted. The target was public primary schools, head teachers, teachers, and the
Quality Assurance and Standards Officer (QASO) . Purposive sampling was adopted to include
all 20 public primary schools, 20 head teachers, and one QASO in Kisumu Central Sub-County.
Simple random sampling was used to select 304 out of 440 teachers in the Sub County. A
questionnaires was adopted to get data from teachers. The collection of data from head teachers
and the QASO was done through interview guides. The quantitative research instrument was
validated by consulting the research experts, and the qualitative instrument was validated using
the member checking technique. The reliability of the instruments was calculated through
Cronbach's alpha, and a score of 0.789 was attained which was considered reliable. Quantitative
data was analyzed using the Statistical Package for the Social Sciences (SPSS) version 25, which
was presented in percentages, frequencies, tables, graphs, and charts. Qualitative data was analysed
in themes and reported in narratives and direct quotations. The findings revealed that headteachers'
managerial strategies, including supervisory strategies, communication strategies, technological
management strategies, and parental engagement strategies, significantly influence primary school
teachers' performance in the implementation of the Competency-Based Curriculum (CBC) in
Kisumu Central Sub-County. The study concluded that the managerial strategies employed by the
head teachers need improvement in order to enable teachers to perform better in the
implementation of CBC in Kisumu Central Sub-County.The study recommends that the
government develop policies in schools to ensure that head teachers regularly supervise teachers
as they implement the curriculum. Additionally, the government, through TSC (Teacher Service
Commission), should organize workshops and training sessions for both teachers and head
teachers. These sessions should focus on problem-solving methodologies and techniques to help
teachers effectively perform their duties in CBC implementation
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INFLUENCE OF PRINCIPALS’ TRANSFORMATIVE LEADERSHIP ON THE PERFORMANCE IN SCIENCE SUBJECTS IN GIRLS’ PUBLIC SECONDARY SCHOOLS IN THARAKA NITHI COUNTY
(Tangaza University College, 2023-10-10) MIANO MEAKELINAH
This study examined the influence of principals’ transformative leadership traits on the
performance in science subjects in girls’ public secondary schools in Tharaka Nithi County,
Kenya. It was guided by the following specific objectives: to establish whether students'
involvement in decision-making enhances their performance in science subjects; to ascertain
whether principal-teacher role modeling influences performance in science subjects; to
examine whether principal-teacher team building can enhance the performance in science
subjects; and to find out the relationship between the provision of supportive learning
resources and the performance in science subjects in girls’ public secondary schools in
Tharaka Nithi County, Kenya. The study was guided by transformational leadership theory.
A concurrent triangulation design was adopted. The target population was girls’ public
secondary schools, the county director, principals, teachers, and students. The target
population of the study was 1838, and the sample size was 452. Purposive sampling was
adopted to include all 11 girls’ public secondary schools, 11 out of 11 principals, and one
County Director of education. Proportionate sampling was applied to collect data from 330
out of 1650 students, and simple random sampling was applied to collect data from 100 out
of 165 teachers. The study used questionnaires to collect data from teachers and students. The
collection of data from principals and the County Director of education was done through
interview guides. Reliability of the instruments was tested using the test-retest technique and
the scores 0.708 was obtained. Member checking technique was adopted to validate the
qualitative instrument. Quantitative data was analyzed using the Statistical Package for the
Social Sciences (SPSS) version 25. The data from quantitative instruments was presented
using frequencies and percentages on tables, graphs, and pie charts. Qualitative data was
analyzed in themes, and the reporting was done in direct quotations and narratives. The
findings revealed that principals’ transformational leadership expressed in terms of students'
involvement in decision-making, principal-teacher role modeling, principal-teacher team
building, and the provision of supportive learning resources are important in influencing the
performance of students in science subjects in girls’ public secondary schools in Tharaka
Nithi County. The study concluded that limited involvement of students in decision-making
concerning the study of science subjects and insufficient resources to use in the study of
science subjects, such as laboratory equipment, are the main hindrances to the study of
science subjects in girls’ public secondary schools. The study thus recommended that the
principals enhance the involvement of students in the decisions that affect them concerning
the study of science subjects as well as improve the provision of resources such as laboratory
equipment that are needed in the study of science for enhanced academic performance in
science subjects