Influence of Principals’ Classroom Observation on Academic Performance in Public Secondary Schools in Kuresoi North Sub-County, Kenya
Abstract
The academic performance of candidates at the KCSE level in Kuresoi North Sub County for the last four years has been low. The low performance has denied students an opportunity to further their studies and realise their dreams. It is for this reason that this study is set to examine the influence of principals’ classroom observation on academic performance in public secondary schools in Kuresoi North Sub-County, Kenya. The study was informed by Symbolic Interactionism Theory by Blumer (1969). The study employed a mixed-method approach where a descriptive survey design was used. A total of 2,767 form four students, 58 form four class teachers, and 23 principals constituted the population of the study. The sample population was obtained using a stratified simple sampling procedure to obtain 22 principals from sampled schools. To draw a sample of 337 students and 50 class teachers, simple random sampling was used. Questionnaires and interview schedules were the main research instruments for collecting data for the study. The instrument reliability was determined by piloting at two secondary schools (5%), whereby the data obtained during piloting was analysed, and Cronbach’s coefficient alpha of 0.82 was determined. Quantitative data collected was analysed using SPSS 23, while qualitative data was discussed thematically. The analysed data were presented in pie charts, bar graphs, and means and standard deviations worked out for quantitative data. The study found that most principals move around the classrooms observing teaching activities as well as giving guidance during classroom observation. The study recommended that principals ought to regularly check the students’ exercise books. The results of this study will be useful to the various education stakeholders in Kuresoi North Sub-County in identifying the possible influence of principals’ supervision roles on the academic performance of form four candidates in Kuresoi North Sub-County, Kenya
Downloads
References
, M. (2004). Team rewards. London Chartered Institute of Personnel And Development.
Aseka, M. T. (2016). Influence of headteachers’ instructional supervision practices on teachers’ job performance in public primary schools in Langata sub-county, Nairobi Kenya (Doctoral dissertation, University of Nairobi)
Baffour-Awuah, P. (2011) Supervision of instruction in public primary schools in Ghana: Teachers’ and head teachers’ perspectives (Doctoral dissertation, Murdoch University)
Baffour-Awuah, P. (2011). Supervision of instruction in public primary schools in Ghana: Teachers’ and head teachers’ perspectives (Doctoral dissertation, Murdoch University)
Blumer, H. (1969). Symbolic interactionism (Vol. 9). Englewood Cliffs, NJ: Prentice-Hall
Borg, R. W., & Gall, M. D. (2003). Educational Research, an Introduction. New York: Longman Publishers
DiPaola, M., & Wagner, C. A. (2018) Improving instruction through supervision, evaluation and professional development. IAP.
DiPaola, M., & Wagner, C. A. (2018). Improving instruction through supervision, evaluation evaluation, and professional development. IAP.
Elacqua, G. (2016). Building more effective education systems. In assessing contexts of learning (Pp. 375 394). Springer, Cham
Freshwater, D., Walsh, E., & Esterhuizen, P. (2017). Models of effective and reflective teaching and learning for best practice in clinical supervision. Clinical Supervision in Practice: Some Questions, Answers and Guidelines for Professionals in Health and Social Care, 76.
Glickman, C. D., (2010). Supervision of instruction: A development approach. (4th Ed.). Boston, MA: Allyn & Bacon
Hasties, S. (2013). Setting academic achievement goals in primary schools (Doctoral dissertation, Research Space, Auckland)
Kimeu, J. M. (2010). Influence of secondary school principals’ instructional supervision practices on KCSE performance in Kasikeu of District, Kenya, Kenya Unpublished M.Ed project, University of Nairobi
Krejcie, Robert V., Morgan, Daryle W., “Determining Sample Size for Research Activities”, Educational and Psychological Measurement, 1970
Machingambi, S. (2014). The paradox of using educational reform as an instrument for social transformation: a Marxist analysis. Journal of sociology and social anthropology, 5(3), 331-338
Mburu, M. H. (2017). Influence of headteachers’ instructional supervision practices on pupils’ performance in KCPE in Muranga South Sub-County, Kenya (Doctoral dissertation, University of Nairobi)
Mugenda, O. M., & Mugenda, A. G. (1999). Research Methods: Quantitative and Qualitative Approaches. Nairobi Acts Press.
Mwendia, C. W., (2018). Influence of Instructional Supervision Practices of Head Teachers on Students’ Academic Outcomes in Public Day Schools in Kirinyaga County Kenya. (Unpublished Master’s Thesis) Kenyatta University.
Olssen, M., Godd, J., & O’Neil, A. M. (2008). Education Policy: Globalisation, Citizenship and Democracy. London EC1Y 1SP: SAGE Publications Ltd.
Onyango, W., Aagaard-Hansen, J., & Jensen, B. B. (2005). The potential of schoolchildren as health change agents in rural western Kenya. Social science & medicine, 61(8), 1711-1722.
Orodho, A. J. (2014). Elements of Educational and Social Science. Research methods.v Nairobi, Kenya. Kanezja Publishers.
Stufflebeam, D. L. (2011). Evaluation checklists: Practical tools for guiding and judging evaluations. American Journal of Evaluation, 22(1), 71-79.
Varnava, M., & Kontsoulis, M. (2006). Teacher Inspection and Inservice Training as Means of Teacher and School Improvement. Cyprus. Nova Science Published
Wanzala, W. (2017). Quest for quality and relevant higher education, training and learning in Kenya: an overview
Copyright (c) 2023 Cheruiyot Fredrick Too, Stephen Tomno Cheboi, PhD
This work is licensed under a Creative Commons Attribution 4.0 International License.
