Influence of Head Teachers’ Roles on Pupils’ Academic Achievement in Public Primary Schools in Mathioya Sub-County, Murang’a County Kenya
dc.contributor.author | Kiragu, Samuel Ndirangu | |
dc.date.accessioned | 2016-03-15T07:46:23Z | |
dc.date.available | 2016-03-15T07:46:23Z | |
dc.date.issued | 2015-12 | |
dc.description | A Research Project Submitted to the School of Education in Partial Fulfilment of the Degree of Master of Education in The Department of Educational Management, Policy and Curriculum Studies of Kenyatta University, December, 2015 | en_US |
dc.description.abstract | There has been an outcry from the general public about the low pupils` achievement in the Kenya Certificate of Primary Education in Mathioya Sub-county and Muranga County. Analysed results from the sub-county education`s office indicate that only 42% of the year 2014 candidates attained an average mark of 250 and above. This study sought to investigate the influence of head teachers` roles on pupils’ academic achievement in public primary schools in Mathioya Sub-county. The study had four specific objectives; to assess how head teachers` instructional supervision affects pupils’ academic performance in Mathioya Sub-county’s public primary schools; to determine how strategies used by head teachers to motivate teachers affects pupils’ academic performance; to evaluate how head teachers` provision of teaching/learning materials affects pupils’ academic performance and to assess how head teachers involvement of parents in school academic programs affects pupils` academic performance. To achieve the objectives, the study adopted the descriptive survey design. The target population of the study was 58 head teachers from 58 public primary schools, 613 teachers, 2,318 class 8 pupils from public primary schools, one Sub-county Quality Assurance and Standards Officer (Q.A.S.O), and 58 standard eight parents’ representatives in Mathioya Sub-county. The population was distributed into four educational zones, Gitugi, Kiriti, Kiru and Kamacharia. The total sample size was 329 respondents consisting of 232 pupils, 61 teachers, 18 head teachers` and 18 standard eight parents` representatives and the Q.A.S.O. Using the zones as the basis of the strata, stratified random sampling was used to draw the sample for pupils, teachers, head teachers` and standard eight parents` representatives. Purposeful sampling was then used to select the Q.A.S.O. Closed and open ended questionnaires and interview guides were used to collect the data from the respondents. The instruments were piloted in four schools in Mathioya Sub-County, one from each zone. Reliability of the questionnaires was tested using split-half technique and a reliability coefficient was computed using spearman’s Brown Prophesy. The coefficient for the head teachers’ questionnaire was 0.745, the teachers questionnaire had 0.810 while the pupils questionnaires had a coefficient of 0.792. For the validity, the supervisors as research experts scrutinized the instruments and their recommendations were used to adjust the items accordingly. The data collected was analyzed using both quantitative and qualitative methods. The quantitative data was analyzed using SPSS to generate frequencies and percentages. Further, the study computed the Pearson’s correlation coefficient to establish the relationship between the independent variables and dependent variable. The qualitative data was analyzed using thematic analysis by grouping data into themes which were interpreted according to the objectives. The study found that head teachers in Mathioya sub-County perform instructional supervision as required. Headteachers do not provide adequate teaching/learning materials to the schools, thus impacting negatively on the academic achievement of pupils. Headteachers motivate teachers through recommendation for promotion and awarding performing teachers, which impacted positively on academic achievement of pupils. Finally head teachers involve parents in school academic programs but some parents do not directly participate in the schoolwork at home, thus impacting negatively on the academic achievement of pupils. The study concludes that instructional supervision and teacher’s motivation had a positive impact on academic achievement of pupils in Mathioya Sub County. However, poor parental involvement in pupils’ academic work and inadequate teaching/learning materials negatively affect pupils’ performance. The study recommends more empowerment of head teachers in instructional supervision, addition of teaching/learning resources by mobilizing stakeholders, and more parental involvement in academic matters. Further research on the effect of home environment on pupils’ academic performance is recommended | en_US |
dc.description.sponsorship | Kenyatta University | en_US |
dc.identifier.uri | http://ir-library.ku.ac.ke/handle/123456789/14441 | |
dc.language.iso | en | en_US |
dc.publisher | Kenyatta University | en_US |
dc.title | Influence of Head Teachers’ Roles on Pupils’ Academic Achievement in Public Primary Schools in Mathioya Sub-County, Murang’a County Kenya | en_US |
dc.type | Thesis | en_US |
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