| dc.description.abstract | The purpose of this study was to investigate the institutional factors that influence
performance of public primary schools in KCPE in Nyahururu District in
Laikipia County, Kenya. This study was guided by the following objectives: to
determine the influence of head teachers’ administrative skills, availability of
teaching and learning resources, pupils discipline and time management on
academic performance of public primary schools in Nyahururu District.
The theoretical framework was based on the two factor theory by Fredrick
Herzberg where the researcher highlighted the influence of job satisfiers and job
dissatisfiers on academic performance by teachers and pupils. The researcher
used descriptive survey research design; the sample population was 15 head
teachers and 53 class teachers of standard 7 and 8 classes in public primary
schools in Nyahururu District from a target population of 68 head teachers and
186 standard 7 and 8 class teachers . The research instruments were two types of
questionnaires; one to be filled by class teachers, which had questions related to
management of institutional factors that influence pupils’ academic performance
in primary schools.
On the data collection process, the researcher obtained a research permit from the
National Council of Science and Technology, which was presented to Nyahururu
District commissioner and the Nyahururu District Educational Officer to allow
him to conduct the research in the primary schools of Nyahururu District.
Content validity was also checked by the supervisors while the reliability was
determined through test-retest technique and both found to be acceptable
The head teachers’ questionnaire had a co-efficient of 0.7 while the teachers’
questionnaire had 0.8 coefficient in reliability where Spearman’s product
coefficient formula was used. On data analysis, the responses on the
questionnaires were analyzed using descriptive statistics such as frequencies and
percentages and presented in tables, graphs and pie charts. On the influence of
head teachers’ administrative skills, the study reviewed that most head teachers
discussed examination results with teachers in regular staff meetings, with a view
to evaluate and improve on them. Class teachers also reviewed that head teachers
motivated them on various ways to improve academic performance. Also all the
head teachers were qualified and had a long teaching and administrative
experience.
On the impact of availability of teaching and learning resources, the study
reviewed that most schools were either poorly or fairly equipped with various
teaching and learning resources such as textbooks and other teaching aids.
However examination revision materials were found to be easily accessible, most
teachers were also making and using academic records appropriately and most
teachers were giving assignments to their pupils. However over enrolment of
pupils in classes and overloading of teachers in most schools may be a hindrance
to good academic performance in public primary schools.
Concerning the influence of pupils discipline on academic performance the study
revealed that most headteachers indicated that indiscipline cases affected
performance in their schools where learning was disrupted for individual pupils
who were either absent from school or were doing punishment. Some of the
pupils even influenced the weaker pupils into indiscipline. Although many
teachers did not acknowledge indiscipline to be a major problem in their classes,
all stakeholders have to play their roles in upholding discipline for better
academic performance.
Concerning the impact of time management on academic performance the study
revealed lack of enough time for individual attention to pupils by teachers due to
large class sizes and teaching loads, poor syllabi coverage in most schools and
lack of time for revision and remedial work due to various causes which interfere
with the teaching and learning programmes unduly. These problems may cause
poor academic performance and therefore require urgent address.
Finally the researcher has given recommendations to the various stakeholders on
their various roles in improving academic performance in the district. For
instance; headteachers to ensure more focused teaching on syllabus coverage,
parents to promote better discipline and facilities for their children, quality and
assurance and standards officers to visit the schools and advice headteachers and
teachers more regularly and Teachers’ Service Commission to recruit more
teachers and deploy them appropriately. These and other recommendations may
help improve academic performance in the primary schools under study. | en_US |
