Influence Of Principals’ Instructional Supervision Practices On Kenya Certificate Of Secondary Education Performance In Public Schools, Loitokitok Sub County – Kenya

Abstract

The study investigated the influence of principals’ instructional supervision practices on Kenya Certificate of Secondary Education performance in public schools, Loitokitok Sub County, Kenya. The specific objectives were to establish the influence of checking of professional documents by principals, principals’ academic target setting, principals’ monitoring syllabus coverage and principals’ class visitation on students’ performance. The study employed descriptive survey design. The sample size consisted of 14 Principals, 135 Teachers and 540 Students. Questionnaires were used to collect data from teachers and students while interview schedules were used to gather data from principals. Reliability analysis was done through test-retest method. Quantitative data was analysed using descriptive statistics and presented in tables and graphs. Secondary data was obtained from journals and schools data base. Data collected was coded and entered using Statistical Package for Social Sciences (SPSS). The findings of the study found out that checking of professional documents by principals positively influences students’ performance in Kenya Certificate 0f Secondary Education. Some of the principals were found to be checking the teachers’ schemes of work once a term. They also checked their records of work once and lesson plans fortnightly. They do not provide enough study tours and trips. It was found out that principals’ academic target setting influence on the students’ performance in Kenya Certificate of Secondary Education. The principals usually set targets for their schools but some do not involve the teachers in setting of the targets. Principal provide in-service for teachers and provide students with guidance and counselling. It was concluded that principals’ monitoring syllabus coverage has an influence on students’ performance in Kenya Certificate of Secondary Education. The teachers do not cover the syllabus on time and the principals and not so much keen to monitor the syllabus coverage. This has a negative impact on the student’s academic performance. In conclusion, principals’ class visitation influences students’ performance in Kenya Certificate of Secondary Education. Principals do not mostly visit classes as the teachers teach. Principals do not organise for post class visitation and do not visit the students in classrooms most often. The principals should attend seminars and workshops that teach the influence of principals’ instructional supervision on students’ performance.