INFLUENCE OF PRINCIPALS’ TEACHER MANAGEMENT STRATEGIES ON STUDENTS’ ACADEMIC ACHIEVEMENTS IN PUBLIC SECONDARY SCHOOLS IN KILIFI SOUTH SUB-COUNTY, KENYA
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Date
2023-10-10
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Tangaza University College
Abstract
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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