Browsing by Author "Kolako, J. Baryarma"

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    Principals’ Classroom Observation Practices and their Influence on Teaching and Learning in Public Secondary Schools in Machakos Sub-County, Kenya
    (Universal journal of Educational Research, 2024) Kolako, J. Baryarma
    Principals' instructional leadership bolsters and supports teaching and learning. The study aimed to explore the principals’ classroom observation practices and their influence on teaching and learning in public secondary schools in Machakos Sub County, Kenya. Weber's (1996) instructional leadership model served as the foundation for the study. The research employed a mixed-methods approach using a convergent parallel design. The target population of the research is 3434 and has a sample size of 350 participants, encompassing 10 principals, 40 teachers, and 300 students. The participating schools were selected using a stratified random sampling method. The collected data was cleaned, processed, and analyzed using SPSS 25. Quantitative data was analyzed using percentages and displayed in frequency tables. Qualitative data was labeled, appropriately coded, and transcribed under specified themes. The findings of the study revealed that the principals regularly carried out supervision in the classrooms and ensured that students’ behaviors were controlled in the classrooms by setting class rules. The research recommended that the Ministry of Education, along with the relevant educational agencies, should provide in-service training for principals on their roles as instructional leaders to enable them to proficiently discharge their functions; there should be an increase in the provision of the necessary learning resources to help enhance teaching and learning.
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    Principals’ Instructional Leadership Roles and Their Influence on Teaching and Learning in Public Secondary Schools in Machakos County, Kenya
    (Kenyatta University, 2024-11) Kolako, J. Baryarma
    Instructional leadership is a pedagogical skill applied by the principal as a way to support teaching and learning. The overarching purpose of the research was to discover how secondary school principals could play a greater role in influencing teaching and learning. Teaching and learning in Machakos Sub-County had declined, and this could be attributed to the principals' lack of instructional leadership, which had affected teaching and learning. The research had four objectives, which were: to examine the influence of instructional leadership on teachers’ instructional delivery in public secondary schools in Sub-Machakos County; to examine the influence of instructional leadership on teachers and students’ use of instructional resources; to find out the influence of instructional leadership on teachers’ assessment of students; and to find out the influence of instructional leadership on teachers’ classroom management. The research was anchored on the instructional leadership model, which was propounded by Weber (1996). The study employed a mixed-methods approach using a convergent parallel design. The target population of the research is 1934 and has a sample size of 350 participants, encompassing 10 principals, 40 teachers, and 300 students. The schools that participated in the study were chosen using a stratified random sampling method. The purposive sampling technique was employed to choose the principals, while simple random sampling was adopted to select the sample of teachers, and the Yamane (1967) formula was employed to determine the sample size for the students. Content validity was employed to validate the research tools, while the internal consistency technique was utilized to establish the dependability of the tools using Cronbach’s alpha. The instruments used to collect the data were questionnaires and interview guides. The collected information was cleaned, processed, and analyzed using SPSS 25. Quantitative information was analyzed by computing percentages and frequencies and displayed in pie charts, frequency tables, and graphs. Qualitative information was labeled, appropriately coded, and transcribed under specified themes. The study’s findings showed that the principals did not carry out regular supervision in the classrooms, and there were limited instructional resources provided to the schools, which impeded teaching and learning. The research concluded that the principals did not regularly supervise the classrooms to ensure that proper teaching and learning were taking place; there were limited instructional resources provided in the schools that impeded teaching and learning; and some teachers had some challenges using the available instructional materials. The research recommended that the MoE, along with the relevant educational agencies, should provide in-service training for principals on their roles as instructional leaders to enable them to proficiently discharge their functions, and there should be an increase in supply of the necessary learning resources to help improve instruction