Principals’ Management of Instruction and Its Influence on Learners’ Academic Achievement in Public Secondary Schools

Abstract

This study intended to establish teachers’ perception of how principals manage instructional programs in public secondary schools in Baringo County. It adopted a survey research design and employed mixed methods of inquiry in a concurrent procedure. It collected data from a sample of 48 public secondary schools, 12 principals and their deputies, and 253 teachers using a structured questionnaire and unstructured interview guide. Descriptive and inferential statistics were calculated and presented on tables; and qualitative data infused in their discussions. From the findings, principals coordinated more than they supervised, and evaluated instruction and monitored students’ progress in their schools; there was no significant difference in principals’ management of instructional programs between Extra County and County secondary schools (t (251) =.917, p>.05) and among high, average and low performing public secondary schools (F (2,250) = 1.524, p> .05) respectively. However, there was statistically significant relationship (r (251) =.123**, p˂.05) between principals’ management of instructional programs and students’ academic achievement.