Influence of Management Strategies Applied by Head Teachers on Pupils’ Performance in Kenya Certificate of Primary Education Examinations in Public Schools in Meru County, Kenya
View/ Open
Date
2023Author
Kananua, Leonard M.
Type
ThesisLanguage
enMetadata
Show full item recordAbstract
The goal of this study was to ascertain how head teachers' management practices affected their
students' performance in the Kenya Certificate of Primary Examinations in Meru County public
schools. The study's goals are to ascertain how the working relationship between head teachers
and teachers affects students' performance in KCPE examinations, to ascertain the impact of
head teachers' oversight of curriculum implementation on students' performance in KCPE
examinations, to ascertain the impact of head teachers' provision of teaching and learning
resources on students' performance in KCPE examinations, and to ascertain the impact of The
systems theory of the input-output model created by Ludwig Van Bertalanffy in 1956 served as
the study's main framework. This theory contends that a structured firm does not initially begin
in a vacuum; rather, it reserves inputs from the outside environment and uses those inputs to
create outputs. The primary inputs are teachers, administrators, supplies, and facilities, whereas
the primary outputs are the knowledge and skill gains of the students. A sample of 65 head
teachers, 778 instructors, and 2873 students selected from 65 public primary schools in Meru
County participated in the study, which used a descriptive survey research design. While focus
group discussion guides were utilized to gather information from students, questionnaires were
employed to gather information from head teachers and teachers. The data analysis employed
descriptive statistics. Frequency distributions, means, standard deviations, and percentages were
used to present the results. The content validity of the measures was examined by qualified
academics from the University of Nairobi's Department of Educational Management Policy and
Curriculum Studies. To determine the reliability, the researcher used the test-and-retest
methodology. With a significance level of 0.0018, the Pearson correlation coefficient between
head teachers' and teachers' working relationships and students' achievement in KCPE exams
was 0.341. The Pearson correlation coefficient between head teachers' oversight of the
curriculum's implementation and students' achievement on the KCPE exam was 0.333, with a
significance level of 0.0011. The Pearson correlation coefficient between head teachers'
provision of instructional materials and students' performance on the KCPE exam was 0.491
with a significance level of 0.0019, while the Pearson correlation coefficient between head
teachers' support of teachers' professional development and students' performance on the KCPE
exam was 0.298 with a significance level of 0.0024. The study came to the conclusion that head
teachers' oversight of the curriculum's implementation had a significant impact on students'
performance in KCPE examinations, while their failure to secure adequate teaching and learning
materials led to students' consistently average performance in KCPE examinations in public
schools in Meru County. In order to provide head teachers with the managerial skills required for
schools to achieve academic excellence, it is advised that the Directorate of Quality Assurance
need to organize additional capacity development workshops. In order for instructors to manage
and deliver lessons effectively with a sufficient number of students in the class, the instructors
Service Commission must make sure that there is adequate staffing in all Kenyan public schools.
Publisher
University of Nairobi
Rights
Attribution-NonCommercial-NoDerivs 3.0 United StatesUsage Rights
http://creativecommons.org/licenses/by-nc-nd/3.0/us/Collections
- Faculty of Education (FEd) [5980]
The following license files are associated with this item: