Publication: Management practices and their influence on students’ performance in public secondary schools of Igwamiti educational zone Laikipia county, Kenya
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2015-06
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Mount Kenya University
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Abstract
The importance of secondary school in molding learners into responsible citizens of tomorrow
cannot be ignored or undermined. Secondary school education is the stepping stone for unlimited
opportunities for students to explore the career choices that they have to pursue further in their
lives. This study assessed the effects of planning and instructional supervision as management
practices on students’ performance in the final examinations in public secondary schools of
Igwamiti Educational Zone in Laikipia County, since no such study had been conducted before in
this zone. The study was guided by an intention to investigate how principals plan learning
programmes in their respective public secondary schools of Igwamiti Educational Zone, to
determine whether there is instructional supervision in the public secondary schools of Igwamiti
Education zone, to investigate how principals provide effective support to enhance learning in
these secondary schools and to examine the effect of planning and instructional supervision, on
students’ performance in public secondary schools of Igwamiti zone. The study was guided by
organizational theory advanced by Bobrow, whose views on planning, supervising and controlling
in an organization are relevant to the objectives of this study. His theory advocated breaking down
of tasks into manageable functions. The school management could also break the managerial tasks
into smaller units and apply an all-inclusive approach in management. The reviewed literature
acted as a guide in highlighting of planning and instructional supervision as management practices
and how they impact on students’ performance globally, in Africa, Kenya, Laikipia County and
Igwamiti zone. The study population included eighty one respondents, the three secondary
schools’ principals, three deputies, thirty heads of departments, and forty five Board of
Management members (BOM).Retrospective research design was used since this is an exploratory
research study that aimed at establishing effects caused by study variables. The sampling technique
applied was probability sampling in order to give respondents an equal chance of participating.
The sample size was three principals, three deputy principals, thirteen HODs, and fifteen BOM
members. Structured questionnaires and face to face interview were the tools used in data
collection. Collected data was edited, coded, classified and tabulated using percentages. Analysis
of this data was multi-variate since the study involved more than two variable/attributes of
management practices and students’ performance. The study found that some school managers
were not directly involved in planning and instructional supervision in their schools. The study
recommends that principals delegate some planning activities and reduce social distance with
teachers. HODs need to support the principals and work closely with teachers. The school
management board could assist school managers in maintaining discipline and other out of school
influences that could interfere with students’ learning. The study concluded that where principals,
HODs and teachers worked together, performance of students was higher. All the rights of the
respondents and ethical issues pertaining to research were observed during this study. These study
findings can be used by education managers, students, policy formulators and development
partners that support Kenya’s Education to further investigate whether planning and instructional
supervision practices applied in public secondary schools of Igwamiti Zone have a positive or
negative effect on students’ performance with an aim of realizing the desired goals of vision 2030.
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Keywords
Educational leadership, Management