Principals’ Management of Instruction and Its Influence on Learners’ Academic Achievement in Public Secondary Schools
Journal Title: Scholars Journal of Arts, Humanities and Social Sciences - Year 2016, Vol 4, Issue 7
Abstract
Abstract: This study intended to establish teachers’ perception of how principals manage instructional programs in public secondary schools in Baringo County. It adopted a survey research design and employed mixed methods of inquiry in a concurrent procedure. It collected data from a sample of 48 public secondary schools, 12 principals and their deputies, and 253 teachers using a structured questionnaire and unstructured interview guide. Descriptive and inferential statistics were calculated and presented on tables; and qualitative data infused in their discussions. From the findings, principals coordinated more than they supervised, and evaluated instruction and monitored students’ progress in their schools; there was no significant difference in principals’ management of instructional programs between Extra County and County secondary schools (t (251) =.917, p>.05) and among high, average and low performing public secondary schools (F (2,250) = 1.524, p> .05) respectively. However, there was statistically significant relationship (r (251) =.123**, p˂.05) between principals’ management of instructional programs and students’ academic achievement. Keywords: Instructional Leadership, Management, Instructional programs, Instruction, Academic Achievement.
Authors and Affiliations
Stephen Tomno Cheboi
Keywords
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