Principals’ management of instructional supervision as a determinant of students’ completion rates in public technical training institutions in Kiambu County, Kenya
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Date
2024-01
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Kenyatta University
Abstract
Principals in technical training institutions are crucial for meeting educational objectives. However, completion rates of students in Kiambu County are alarmingly low. To address this issue, an investigation was conducted to evaluate the influence of principals' management of instructional supervision on scholars' completion rates in publicly funded technical training institutes in Kiambu County, Kenya. The investigation aimed to evaluate the influence of principals' classroom observation, student graduation rates are influenced by competent documentation oversight, managing time, and extracurricular activity administration. The experiment employed a mixed methods approach, including a contemporaneous triangulation method of investigation. The target population included 30 administrators, 578 instructors, and 600 students in leadership positions, for a total sample size of 16 administrators, 60 instructors, and 224 student representatives. Data from student leaders were acquired using questionnaires, while from principals and tutors, data were gathered through interview guides. A document analysis guide was used by the researcher. Piloting was conducted among 30 respondents from public technical training institutions in Kiambu County to check the comprehensiveness of instruments. Validity was determined by involving experts in educational management from the university. Reliability was established through split-half technique. Reliability index, r = 0.725, was established using Cronbach Alpha Method, which indicated high consistency. Qualitative data were analyzed thematically in line with objectives and presented in narrative forms. Descriptive statistics were used to analyze quantitative data and Pearson's Product Moment Correlation and Multiple Linear Regression Analysis was used for inferential analysis using Statistical Packages for Social Sciences, and the results were presented in tables. The study discovered that students' exit rates in technical colleges have been high, resulting in varying student completion rates. This is due to how administrators manage educational oversight. However, many principals rarely take time to undertake classroom observation activities owing to their busy schedules. They rarely create time to supervise whether tutors have professional documents. They rarely ensure that tutors adhere to time-tabling requirements and inadequate time is allocated to different tasks. Numerous school administrators are seldom engaged in the organization of co-curricular activities (CCAs), yet they acknowledge the significance of such endeavors in fostering the comprehensive growth and development of students. The research suggests that administrators should allocate time to regularly observe tutors in their classrooms. Additionally, principals should consistently oversee tutors' preparation of professional documents. Both principals and teachers should ensure that allocated time schedules are effectively utilized for delivering high-quality instruction, rather than solely focusing on monitoring punctuality. In order to enhance the infrastructure for CCAs, it is recommended that the Ministry of Education allocate additional resources. In addition, the Ministry of Education ought to establish a policy requiring principals to get training in the instructional oversight for instructional personnel.
Description
A thesis submitted in partial fulfillment of the requirements for the award of the degree of doctor of philosophy (educational management) in the school of education and lifelong learning of Kenyatta University, January 2024
Supervisors: Dr. Samuel N. Waweru and Dr. Daniel Mange Mbirithi