The Influence of Teacher Monitoring on the Kcpe Performance of Public and Private Primary Schools in Wareng’ Subcounty, Uasin Gishu County, Kenya.

Abstract

Teacher monitoring in Kenya is an issue that has attracted much concern from all the education stakeholders. Although it is emphasised by the Ministry of Education (MOE), its implementation has rarely been given the necessary attention. Recent educational reports especially after the release of national examination results have shown that the performance in the KCPE examinations in most public primary schools in Wareng’ Sub County have remained low for long in comparison to private schools. The main purpose of this study was to examine the influence of teacher monitoring on the KCPE performance of public and private primary schools in Wareng’ Sub County. The study was guided by three objectives, namely, i) to examine the relationship between teacher monitoring in both public and private primary schools and the schools’ KCPE performance, ii) to establish the level of teacher monitoring in Wareng’ Sub-County, and iii) to examine teachers’ viewpoints on teacher monitoring. The review of related literature centred on the objectives of the study which presented scholar works on teacher monitoring on academic performance. The study employed a descriptive survey design. Data was collected from a sample of 3 Quality Assurance and Standards Officers-(QASOs), 34 Head teachers, 54 teachers, and 102 school prefects from both the public and private primary school. Likert scale questionnaire contained closed ended questions whereas the open-ended questions solicited more answers from the respondents. Data analysis was done using statistical package for social sciences (SPSS). Quantitative data was presented in relevant categories as frequencies with their corresponding percentage. The study concluded that there was a strong relationship between teacher monitoring and the schools’ KCPE performance. It was evident that monitoring teachers on the various areas that touch on the teaching professionalism helps teachers to become effective teachers. This translates into effective teaching and learning process whose final product is good KCPE performance. In addition, teachers’ viewpoints on teacher monitoring exercise received divergent responses from the two types of schools. Public school teachers were of the opinion that this exercise is of no importance and that it should be abolished. However, private school teachers viewed teacher monitoring as a key driver in developing innovative programs and changes in the school management. This could be associated to long-held attitudes by the public school teachers that monitoring of teachers was more invasive and punitive than professional uplifting. Despite the divergent views on teacher monitoring, this study found out that teacher monitoring is helpful in improving KCPE performance. This study recommended that to improve KCPE performance, low-performing schools should adopt the strategies employed by effective schools on teacher monitoring. Teacher monitors especially public school heads from low performing school should improve on teacher monitoring. Based on the findings, the study recommended that in order to enhance KCPE performance, teacher-monitoring should be strengthened especially in public schools. Public schools should learn a few tips on the management and administration of teacher resource from the good performing private schools. Head teachers must lead in teacher monitoring activities. This study revealed that a significant percentage of public school head teachers rarely supervised teachers work. This resulted to some classes not finishing the syllabus as set by the MOE. Teacher monitors ought to create good rapport and professional working relationships with teachers. Exchange programs between neighbouring public and private schools teachers should be encouraged. This interaction may go far in exchanging ideas and capacity building. The Ministry of Education should provide proper transport such as motorbikes to QASOs to enable them reach all schools with ease. Finally, in-

depth and broader studies are needed particularly targeting well performing schools to establish whether and to what extent, teacher monitoring enables god performance in the KCPE.