Relationship between headteachers' commitment and learners' academic performance in primary schools in Kericho County, Kenya

The purpose of the study is to investigate the relationship between headteacher’s commitment and learners’ academic performance in primary schools in Kericho County, Kenya. The study was based on the transformational leadership theory. The research design employed was the convergent parallel mixed methods design. The target population consisted of 801 headteachers (524 public schools and 277 private schools) and 5933 teachers in the primary schools, 31 CSOs, 6 TSC Sub County directors and 6 MOE Sub County directors in Kericho County. Simple random and stratified sampling were used to sample 86 head teachers, Purposive sampling was used in selecting 172 teachers, 10 CSOs, 6 TSC Sub County directors and 6 MOE Sub County directors in Kericho County from Kericho County. Data was collected using questionnaires and interview schedules. Data on academic performance was collected using secondary data approach. Piloting was done in 9 primary schools in the neighboring Bomet County. Quantitative data was analysed using descriptive and inferential statistics such as pearsons correlation moments and regression. Qualitative data was analyzed using textual analysis. The study established that headteachers’ commitment did not have a statistically significant relationship with learners’ academic performance in primary schools in Kericho County. The regression analysis were as follows. Headteachers' Commitment and learners’ academic performance (Beta = -0.012; p = 0.914).

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Parents' Attendance of School Meetings and Pupils' Academic Performance in Selected Primary Schools in Kyotera Town Council, Uganda

INTERDISCIPLINARY JOURNAL OF EDUCATION (IJE) ◽

10.53449/ije.v4i1.147 ◽

2021 ◽

Vol 4 (1) ◽

pp. 33-45

Author(s):

Ibrahim Ssenkasi ◽

Amina Hassan

Keyword(s):

Academic Performance ◽

Primary Schools ◽

Survey Design ◽

Sampling Technique ◽

Cross Sectional Survey ◽

Cross Sectional ◽

Head Teachers ◽

Town Council ◽

Interview Guide ◽

The Relationship

The purpose of this study was to establish the relationship between parents’ attendance of school meetings and pupils’ academic performance in selected primary schools in Kyotera Town Council. The researchers adopted a cross-sectional survey design where both qualitative and quantitative approaches were used. Census and purposive sampling technique were used to select a sample of 71 teachers, 8 Members of the PTA, and 8 SMC members of the selected schools. The major instruments used in the study were a Likert scale type questionnaire which was filled by teachers as well as an interview guide for head teachers, PTA executives and SMC members. Validity of the research instruments was computed and results were found to be .86 while the reliabilityobtained was .948. The research utilized descriptive statistics to analyze data was which presented in form of tables with frequencies and percentages. Equally, a Pearson Product Moment correlation was used to establish the relationship between variables. From the findings, the correlation between attendance of meetings and academic performance was found to be moderate (r = .433, p< 0.01). Thus, the study recommends that the parents and teachers associations (PTA) should ensure that parents attend school meetings regularly, parents should also be sensitized about their role as guidance and counselling providers to their children and government should set in motion adequate measures and policies to enable the parents provide their children with basic school requirements.

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HEAD TEACHERS' SUPERVISION OF PROFESSIONAL DEVELOPMENT AND ACADEMIC PERFORMANCE IN EMBU AND MURANGA COUNTIES, KENYA

International Journal of Educational Best Practices ◽

10.31258/ijebp.v4n2.p1-17 ◽

2020 ◽

Vol 4 (2) ◽

pp. 1

Author(s):

Jane Muchiri

Keyword(s):

Professional Development ◽

Academic Performance ◽

Teacher Professional Development ◽

Primary Schools ◽

Role Theory ◽

Policy Decision ◽

Public And Private ◽

Head Teachers ◽

Teacher Professional ◽

The Relationship

Supervision means overall duties performed by a head teacher which ensures teachers perform their expected roles in the transmission of knowledge and enhance academic performances. Academic performance in examinations has consistently declined in primary schools in Kenya and the world over. The objective of the study was to; assess the relationship between the head teacher’s supervision of professional development and academic performance in Embu and Muranga counties, Kenya. The study adopted the Role theory championed by Biddle. A descriptive survey research design was used. The Target Population was 14786 and comprised of head teachers and teachers. The researchers purposefully sampled 378 public and private primary schools. Simple random sampling was used to select 256 respondents. Data were collected using questionnaires, interviews, and observation. Reliability was ascertained by a pilot study which generated a Cronbach’s alpha coefficient of 0.93. Data were analysed using descriptive and inferential statistics, precisely, correlation computations. The findings of the study informed that the highest percentage of supervision 87.4percentwas the head teachers’ permission for teachers to attend seminars, workshops, and conferences. The least facilitated activity was the training of teachers by subject panels 60.3 percent. There was a negative correlation between head teachers' supervision and teacher professional development in public and private primary schools, at r=-.069<0 and P=0.602>0.05. The relationship was not statistically significant. The Supervision of teacher’s professional development was not strongly linked to academic performance. There should be a balance between the supervision of teacher professional development. Governments should allocate more funds towards professional development. The findings of the study will inform policy decision making in the education sector in Kenya and worldwide.

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The Relationship between Headteachers’ Supervision of Professional Documents and Academic Performance in Primary Schools in Embu and Murang’a Counties

IJPTE International Journal of Pedagogy and Teacher Education ◽

10.20961/ijpte.v4i2.43413 ◽

2020 ◽

Vol 4 (2) ◽

pp. 92

Author(s):

Muchiri Jane Muthoni ◽

Margaret Wanjiru Gitumu ◽

John Mwaruvie

Keyword(s):

Academic Performance ◽

Primary Schools ◽

Teaching And Learning ◽

Simple Random Sampling ◽

Target Population ◽

Descriptive Statistics ◽

Education Administration ◽

Alpha Coefficient ◽

Descriptive Survey ◽

The Relationship

<div class="page" title="Page 1"><div class="layoutArea"><div class="column">Supervision is a vital administrative tool employed by headteachers in ensuring teachers’ effectiveness and competence in teaching and learning in schools. Over time, pupils’ academic performance in examinations has been consistently low in public primary schools and has created concern among education stakeholders in Kenya and the world over. The objective of this study is assess the relationship between headteachers’ supervision of professional documents and academic performance in primary schools in Embu and Murang’a counties. A descriptive survey research design was used. The target population was 14,786 respondents; simple random sampling was used to select 256 of these. Data were collected using questionnaires, interviews and an observation checklist. To ascertain reliability, the instrument was piloted, and Cronbach’s alpha coefficient was calculated as 0.93. The data were analysed using descriptive statistics involving frequencies, percentages, means and standard deviations and inferential statistics, precisely, correlation. The results show that the development of professional documents was common in primary schools and that the best documents supervised by headteachers were schemes of work. The null hypothesis tested was not rejected based on the correlation of r=-.044<0.05 and P=0.732>0.05 between headteachers’ supervision of professional documents and academic performance. The study recommends that headteachers should guide teachers on the importance of consistency in professional documents. However, headteachers’ supervision of teachers’ preparation of professional documents did not impact positively on pupils’ academic performance at KCPE in Embu and Murang’a counties. The findings of the study will serve as a reference for similar studies in education administration and management. </div></div></div>

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Influence of Instructional Strategies Used by Teachers in Implementation of Life Skills Education Curriculum On Academic Performance in Public Primary Schools in Matinyani Sub-County, Kitui County, Kenya

International Journal for Innovation Education and Research ◽

10.31686/ijier.vol5.iss6.694 ◽

2017 ◽

Vol 5 (6) ◽

pp. 75-79

Author(s):

Ruth Mutunge Mwanzia ◽

Kimeli Jepkorir Bornace

Keyword(s):

Academic Performance ◽

Instructional Strategies ◽

Primary Schools ◽

Life Skills ◽

Simple Random Sampling ◽

Target Population ◽

Education Curriculum ◽

Head Teachers ◽

Skills Education ◽

Life Skills Education

The purpose of this study was to evaluate the influence of instructional strategies used by teachers in implementation of life skills education curriculum on academic performance in public primary schools in Matinyani Sub-County, Kitui County Kenya. Descriptive survey research design was adopted for this study. The target population was 27 head teachers and 81 class teachers in Matinyani sub-county. Simple random sampling method was used to select 81 class teachers and purposive sampling was used to select 27 head teachers to get a representative sample of 108 respondents. Questionnaires and interviews were used to collect data. Data was analyzed using statistical package for social sciences (SPSS) version 21.0 and presented in tables and charts. The findings were that most of the primary school teachers do not use participatory instructional strategies in teaching life skills education and this affects the overall academic performance of the pupils. The ministry of education should ensure implementation of life skills education curriculum in order to promote participatory learning. The findings of this study will shed light to all educational stakeholders in promoting quality education.

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Relationship between Parental Involvement in Pupils’ Educational Activities at School and their Academic Performance in Ainabkoi Sub-County, Kenya

IRA International Journal of Education and Multidisciplinary Studies ◽

10.21013/jems.v15.n1.p5 ◽

2019 ◽

Vol 15 (1) ◽

pp. 36

Author(s):

Petrolina Kaptich ◽

Henry Kiptiony Kiplangat ◽

Jennifer Munyua

Keyword(s):

Academic Performance ◽

Public Schools ◽

Parental Involvement ◽

Policy Development ◽

Primary Schools ◽

Target Population ◽

Educational Activities ◽

Ex Post ◽

Cognitive Behaviour ◽

The Government

Most public schools in Kenya post poor results amid claims that parents are not supportive of their children’s educational activities at school. While research has shown that parental involvement in primary schools is a significant contributor to the mental capacity, social and cognitive behaviour of students, public primary schools in Ainabkoi sub-county are yet to achieve. This paper draws our attention to a study that was conducted in the sub-county to investigate the relationship between parental involvement in pupils’ educational activities at school and their academic performance in public primary schools. This study was guided by Type 3 Epstein’s model of the six types of parent involvement as developed by Joyce Epstein. The study adopted ex-post facto research design and considered a target population of 2404 Class 8 pupils and 61 class teachers from which 331 Class eight pupils and 61 teachers were drawn using stratified random sampling and census approach, respectively. Questionnaire and interview schedule were used for data collection which was later analyzed using descriptive and inferential statistics. Descriptive statistics were analyzed in the form of percentages and means. Chi-square was used to test the hypotheses of the study. The found out that there was a positive and significant relationship between parental participation in educational activities at school(X2=22.619; p=0.001) and pupils’ academic performance in Ainakboi Sub County. Qualitative data were analyzed using a thematic framework. The study concluded that parental involvement in educational activities in school was positively related to academic performance. The study recommended that the government should sensitize parents on involvement in their children’s school activities through policy development to improve their academic performance.

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Boards of Governors' Roles and Management of Government Aided Secondary Schools in Kyenjojo District, Uganda

INTERDISCIPLINARY JOURNAL OF EDUCATION (IJE) ◽

10.53449/ije.v1i2.61 ◽

2018 ◽

Vol 1 (2) ◽

pp. 138-150

Author(s):

Hellen Kabasinguzi Wataba ◽

Nafiu Lukman Abiodun

Keyword(s):

Secondary Schools ◽

Significant Relationship ◽

Quantitative Data ◽

Qualitative Data ◽

Head Teachers ◽

Correlational Research ◽

Interview Guide ◽

Major Predictor ◽

And Control ◽

The Relationship

This study sought to establish the relationship between boards of governors' (BOGs) roles and management of government aided secondary schools in Kyenjojo District. The objectives were to establish the relationship between BOGs' planning role and management of government aided secondary schools, to establish the relationship between BOGs' supervisory role and management of government aided secondary schools, to establish the relationship between BOGs' control role and management of government aided secondary schools; and to determine the major predictor of management of government aided secondary schools out of the three aspects of BOGs' roles. A correlational research design was used. A total of 90 respondents drawn from 108 BOGs and nine head teachers were selected as sample for the study using stratified random sampling and census inquiry respectively. The instruments used were questionnaire and interview guide. Quantitative data was analysed using Pearson product-moment correlation and regression, while thematic analysis was used on qualitative data. The study found a statistically moderate positive and significant relationship between BOGs' planning role and management of government aided secondary schools (r=.626, p=.000); a statistically moderate positive and significant relationship between BOGs' supervisory role and management of government aided secondary schools(r=.591, p=.000); and a statistically weak positive and significant relationship between BOGs' control role and management of government aided secondary schools(r=.280, p=.015). All the three aspects of BOGs roles account for 38.4% of the influence on management of government aided secondary schools in Kyenjojo district (adjusted r2=0.384, p=.000). The researchers recommend that BOGs should be well trained in management of schools in order to be effective in their work. Head teachers should not be dictators but create a conducive climate for planning, supervision and control by the BOGs.

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Teacher Preparedness and Implementation of the Competency Based Curriculum in Public Pre-Primary Schools in Nairobi City County, Kenya

International Journal of Current Aspects ◽

10.35942/ijcab.v5i3.186 ◽

2021 ◽

Vol 5 (3) ◽

pp. 32-53

Author(s):

Harriet Isaboke ◽

Maureen Mweru ◽

Gladwell Wambiri

Keyword(s):

Primary School ◽

Primary Schools ◽

Target Population ◽

Learning Approaches ◽

School Teachers ◽

Chi Square ◽

Head Teachers ◽

Primary School Teachers ◽

Service Training ◽

Competency Based

Globalization and demand for twenty first century skills has led countries to adapt Competency Based Curriculum (CBC). Kenya embarked on curriculum reforms from content based to CBC in 2018. Studies have reported minimal use of CBC teaching-learning approaches in pre-primary schools in Nairobi City County. Teachers are the key implementers of the Curriculum, yet their preparedness to implement the Curriculum in public pre-primary schools remains unknown. Therefore, this study purposed to establish the preparedness of pre-primary school teachers in implementing the CBC in public pre-primary schools in the County. The Concern-Based Adoption Model by Hall, Hord and Rutherford (2006) was used in this study. The study targeted a population of 900 comprising of 450 pre-primary school teachers, 225 ECD Center Managers and 225 head teachers in all the 225 public pre-primary schools in Nairobi City County. Twenty percent of the target population was sampled to participate in the study; therefore the study had a sample size of 180, which comprised of 45 head teachers, 45 center managers and 90 pre-primary school teachers. A Questionnaire, interview schedules, observation checklist and a document analysis guide were used to collect data. Pilot study was conducted in two public pre-primary schools in the County, validity of the research instruments was determined through expert judgment whereas reliability of the questionnaires was determined through split-half method and a Cronbach’s alpha coefficient of 0.799 was obtained. Qualitative data was analyzed thematically whereas quantitative data was summarized using percentages and frequencies and Chi-square test was used to test the hypotheses. This was facilitated by the Statistical Package for Social Sciences Version 21. Findings showed that majority (65.9%) of the teachers had not received any training on CBC, whereas 34.1% of the teachers were trained. The study established a significant relationship between the teachers’ extent of training in CBC and their ability to implement the curriculum with a significance value of p=0.000<0.05. The study concluded that the teachers were not adequately prepared to implement the Curriculum. Thus, recommended that the Ministry of Education in collaboration with the Nairobi City County Government should adequately create a regular in-service training program to equip teachers with necessary knowledge and skills that will help them implement the curriculum effectively.

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UNRAVELING THE POWER OF TEACHERS’ COMPETENCY AND TEACHING STYLES IN CURRICULUM IMPLEMENTATION: A PERSPECTIVE OF ENGLISH LANGUAGE AS A MEDIUM OF INSTRUCTION

European Journal of Education Studies ◽

10.46827/ejes.v8i8.3876 ◽

2021 ◽

Vol 8 (8) ◽

Author(s):

Anne Nipher Olieba ◽

Ronald Kikechi

Keyword(s):

Primary Schools ◽

Teaching And Learning ◽

English Language ◽

Curriculum Implementation ◽

Teaching Styles ◽

Target Population ◽

Primary Data ◽

Medium Of Instruction ◽

Head Teachers ◽

Local Dialect

The language policy in Rwanda states that English is the medium of Instruction (MOI) to be used in the Education system following the 2008 Language shift. However, this change in the MOI brought about extreme challenges to both Rwandan teachers and learners. Moreover, the extensive day to day usage of Kinyarwanda, the local dialect, has greatly inhibited the use of English. This has adversely obstructed the use of the English language as a MOI and the curriculum implementation for over 20 years hence adversely affecting the teaching and learning process. The proficiency of the teachers who are meant to teach in the MOI is quite questionable; many realize the need to learn English while teaching or risk unemployment. As such, this study purposed to examine the teacher competency and teaching styles in use of English as a MOI in facilitating curriculum implementation in rural primary schools in Rwanda. Guided by the inter language theory and the Discrepancy theory, the study applied a descriptive survey research design. With a target population of 3,269, the study entailed a sample of 1470 randomly selected learners from Primary 4 to Primary 6, teachers and head teachers from 21 schools. The study used questionnaires, interviews, and observation to collect primary data. The study found that the teachers’ competency in using English language as MOI had significant influence on curriculum implementation in rural primary schools in Muhanga district and in the entire republic of Rwanda. The teaching styles factors positively and significantly influence the use of MOI in curriculum implementation when other factors are held constant. Article visualizations:<img src="/-counters-/edu_01/0807/a.php" alt="Hit counter" />

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Effect of Teachers Training on students academic performance

Pakistan Journal of Humanities and Social Sciences ◽

10.52131/pjhss.2020.0801.0097 ◽

2020 ◽

Vol 8 (1) ◽

pp. 10-14

Author(s):

Muhammad Ikram ◽

Abdul Hameed ◽

Muhammad Imran

Keyword(s):

Academic Performance ◽

Public Schools ◽

Effective Teachers ◽

Male And Female ◽

Correlation And Regression Analysis ◽

Female Teachers ◽

Student Academic Performance ◽

Student’S Performance ◽

Teachers Training ◽

The Relationship

Student’s performance is an outcome of effective teachers training. This study has been conducted to investigate the relationship between teachers training and student academic performance. The data has been collected from 260 respondents out of which 80 male and female teachers and 180 students of grade VIII of public schools by conducting survey at five point likert scale. The data has been analyzed by employing correlation and regression analysis. The results revealed that teacher's trainings has a significant effect on the students academic performance.

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TEACHERS’ PREPAREDNESS TOWARDS IMPLEMENTATION OF FREE PRIMARY EDUCATION IN BUNGOMA COUNTY, KENYA

International Journal for Innovation Education and Research ◽

10.31686/ijier.vol7.iss2.1341 ◽

2019 ◽

Vol 7 (2) ◽

pp. 210-220

Author(s):

Carolyne Nabwoba Simiyu

Keyword(s):

Teacher Preparation ◽

Primary Education ◽

Primary Schools ◽

Survey Design ◽

Target Population ◽

Head Teachers ◽

Policy Makers ◽

Free Primary Education ◽

Rural And Urban ◽

Descriptive Survey

The launch of the Free Primary Education (FPE) in 2003 by the Kenyan government lead to an increase in enrolment of learners in primary schools which posed a challenge to the teacher preparation of handling large number of learners. This paper therefore discusses teacher preparedness with reference to FPE in Bungoma East District in Kenya. A descriptive survey design was used in this study. The target population was head teachers, teachers and the school management committee chair persons. Since there are rural and urban schools, stratified sampling was done to get a more representative sample. Instruments for data collection were questionnaires, interview schedule, and document analysis and observation schedules. Most teachers feel inadequate in handling challenges of FPE on resource utilization due to inadequate in-service programmes. The findings will inform the policy makers in making informed decisions towards proper teacher preparation for FPE implementation.

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