Principals’ Instructional Leadership and Its Relationship with Performance among Teachers of English Language in Public Secondary Schools in Kieni-East Sub County, Nyeri
| dc.contributor.author | Kemunto, Rose | |
| dc.date.accessioned | 2025-08-04T13:19:05Z | |
| dc.date.available | 2025-08-04T13:19:05Z | |
| dc.date.issued | 2025-06 | |
| dc.description | A Research Project Submitted in Fulfilment of the Requirement for the Award of Degree of Masters of Education (Educational Administration) in the School of Education and Lifelong Learning of Kenyatta University, June 2025. Supervisor Lillian Boit | |
| dc.description.abstract | In order to enhance form three English proficiency in public secondary schools, the purpose of this study was to investigate how principals support the growth of their instructional leadership. By making large investments in instructional monitoring in secondary schools, the Kenyan government is attempting to solve the issue of students losing interest in learning English. The present study employed a descriptive survey as its research design. Additionally, it collected data using both qualitative and quantitative methods. The study's population consisted of public secondary school principals and teachers. The study's goals were to: determine the role of principals in describing the missions, vision, and goals of schools in the context of teaching English; determine the role of principals in curriculum and instruction management for teaching English; and determine the role of principals in enhancing staff development to enhance English language instruction in public secondary schools. Additionally, the study evaluated the principal's role in working with external stakeholders to enhance English language instruction in public secondary schools. Stratified, purposive, and simple random approaches were used to choose the sample schools and respondents in each sampled school. A questionnaire aimed at the principal and teachers of the school was one of the additional data collection techniques used. The study's target audience consisted of 26 secondary school principals and 60 English language instructors. 52 teachers and a sample of 26 principals were interviewed for the study. The internal consistency score from the Cronbach's Alpha test-retest was used to assess the surveys' reliability, and the researcher approached validity by asking experts and supervisors for their thoughts on the instrument's content. Once gathered, the data was coded, cleaned, and input into the computer using the Statistical Package for Social Sciences (SPSS-version 25). Both descriptive and inferential statistics were used in the data analysis. Frequencies, mean, and standard deviation were examples of descriptive statistics, and regression and correlation analyses were examples of inferential statistics. On the other hand, common themes pertaining to various research elements were used to analyze the qualitative data. The results of the investigation were displayed using tables and figures. The results were then interpreted in light of the study's goals, and conclusions drawn. After that, the researcher offered advice based on the data to help policymakers determine the best strategies to boost English proficiency. The study confirmed that principals play a great deal in improving English language performance by communicating schools' missions, visions and goals openly, managing instruction and curriculum effectively, developing staff and liaising with outside constituents. In conclusion, the outcome emphasized that instructional leadership of principals prevails over modeling teaching of English and student achievement. The study recommended that principals need to be assisted by continuous professional learning and support systems to advance their teaching leadership capacities, thus improving English language performance in government secondary schools. | |
| dc.description.sponsorship | Kenyatta University | |
| dc.identifier.uri | https://ir-library.ku.ac.ke/handle/123456789/31083 | |
| dc.language.iso | en | |
| dc.publisher | Kenyatta University | |
| dc.title | Principals’ Instructional Leadership and Its Relationship with Performance among Teachers of English Language in Public Secondary Schools in Kieni-East Sub County, Nyeri | |
| dc.type | Thesis |