Influence of Principal’s Instructional Supervisory Practices on Teacher’s Job Performance in Public Secondary Schools in Mukurweini Sub-County, Nyeri, Kenya
| dc.contributor.author | TIMONA MIRRIAM MUMO | |
| dc.date.accessioned | 2026-04-01T07:49:41Z | |
| dc.date.available | 2026-04-01T07:49:41Z | |
| dc.date.issued | 2025-10 | |
| dc.description.abstract | This study examined the influence of principal‟s instructional supervisory practices on teacher‟s job performance in public secondary schools in Mukurweini Sub-County, Nyeri Kenya. Guided by the Instructional Leadership Theory, the study explored how principals‟ classroom observation and feedback, collaborative decision-making, modeling best practices, and data-informed decision-making affect teacher job performance. The study adopted a mixed methods approach with convergent parallel mixed methods design. The target population comprised 32 public secondary schools, 32 principals, 672 teachers, and one quality assurance and standards officer (QASO). The sample size included 10 schools selected through proportionate stratified and simple random sampling, 10 principals and 1 QASO purposively sampled, and 184 teachers sampled through stratified and simple random sampling. Data were collected using questionnaires for teachers and interview guides for principals and QASO. Research instruments were validated by Tangaza university research experts and reliability ensue through split-half method. Quantitative data were analysed using descriptive and inferential statistics, while qualitative data were analysed thematically through content analysis. Quantitative findings were presented using tables and bar graphs, while qualitative results were presented using narratives and direct quotes. Ethical standards were upheld through participants signing informed consent forms, confidentiality, and honesty in reporting. The study established that principal‟s instructional supervisory practices, specifically classroom observation and feedback, collaborative decision-making, modeling best practices, and data-informed decision-making positively influenced teacher‟s job performance in public secondary schools in Mukurweini Sub-County, Nyeri Kenya. The study concluded that principal‟s instructional supervisory practices played a vital role in enhancing teacher job performance in public secondary schools in Mukurweini Sub-County, Nyeri Kenya. Recommendations of the study included that principals should conduct regular classroom observations, provide constructive feedback to teachers, and promote participatory decision-making to enhance teachers‟ motivation and performance. Additionally, education policy should encourage inclusive planning that values teachers‟ input, and comparative studies should be conducted to develop context-responsive supervisory practices. | |
| dc.identifier.uri | https://repository.tangaza.ac.ke/handle/123456789/1583 | |
| dc.language.iso | en | |
| dc.publisher | Tangaza University | |
| dc.title | Influence of Principal’s Instructional Supervisory Practices on Teacher’s Job Performance in Public Secondary Schools in Mukurweini Sub-County, Nyeri, Kenya | |
| dc.type | Thesis |