Publication: An evaluation of the influence of the principals’ Instructional leadership skills on students’ academic Achievement in secondary schools in Mwingi East Sub-County, Kitui County, Kenya
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2015-11
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Mount Kenya University
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Abstract
The purpose of this study was to examine the influence of the principals’ instructional leadership
skills on academic achievement in secondary schools in Mwingi East Sub-County, Kitui County,
Kenya. This study was guided by the following research objectives: to investigate the influence of
principals’ interpersonal skills on students’ academic achievement, to assess the impact of
principals’ planning skills on students’ academic achievement, to explore the effect of principals’
instructional observation skills on students’ academic achievement and to assess the impact of
principals’ evaluation skills on students’ academic achievement. The research adopted a mixed
methodology and concurrent triangulation research design. The study used questionnaires and
interview guides to collect data. A pilot study was conducted in two secondary schools in the
neighboring Mwingi Central Sub-County. The scores were correlated using Pearson
Product-Moment Correlation formula to determine the reliability and a correlation coefficient of
r=0.75 was achieved. The sample size of this study constituted of 40 teachers, 8 deputy principals
and 8 principals. Questionnaires were used to collect data from the teachers and deputy principals
whereas interview guide was used to collect data from the principals. Statistical package for social
sciences (SPSS version 21.0) was used to analyze data. Analyzed data was presented inform of
tables, percentages and frequencies. Open ended questions and responses from interview schedules
which elicit qualitative data were analyzed by use of descriptive analysis and presented according
in themes based on the research questions and objectives. From the analysis, the following key
findings were obtained: The majority of the teachers rated the principals’ interpersonal skills either
as very good or good. An overwhelming majority of the teachers were positive by indicating that
the planning skills of their principals were very good. Slightly more than two thirds (67.5%) of the
teachers indicated that their principals gave feedback after observation. Almost all the teachers
(95%) were in agreement that there is an evaluation policy in their schools. The findings of the
study revealed that there was no significant influence of the principals’ instructional leadership
skills on students’ academic achievement. The following recommendations were given: The
principals need to be trained on how to create linkages between their interpersonal skills and
students’ academic performance; there is a need for parents to be educated on the impact of
retrogressive cultural practices and the need to foster positive attitude towards education; the
principals should ensure the supervision of curriculum delivery and give feedback to the teachers,
and the emphasis of the TSC on KCSE results as a basis of promotion needs re-evaluation.
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Administration, Management, Leadership