PRINCIPALS’ INSTRUCTIONAL LEADERSHIP ROLE AND LESSON STUDY PROGRAM IMPLEMENTATION IN PUBLIC SECONDARY SCHOOLS IN KAJIADO COUNTY, KENYA
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Date
2023-10-10
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Tangaza University College
Abstract
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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