Browsing by Author "KILWAKE NEKESA EVERLYNE"
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- ItemINFLUENCE 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 EVERLYNEEffective 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.