Thesis:

Influence of principals’ supervision practices on performance of students in public secondary schools in Kitui central sub-county, Kitui county, Kenya

The study aimed to assess the influence of principals’ supervisory practices on student academic performance in Kitui Central Sub-County, Kitui County. The objectives included investigating how principals’ verification of teachers' professional documents, policy guidance, and resource mobilization affected student performance. It also explored the role of communication channels in academic outcomes. The research was guided by instructional leadership and transformational leadership theories and covered all 33 public secondary schools in Kitui Central Sub-County. The study targeted a total of 495 respondents, including principals, teachers, and students. A multistage sampling technique was employed: schools were randomly selected, and within each, stratified random sampling was used to choose participants. The final sample size consisted of 84 respondents. Structured questionnaires were distributed, and interviews were conducted in private settings to ensure candid responses. Quantitative data from the questionnaires were analyzed using statistical software, while qualitative data from interviews underwent thematic analysis to identify recurring themes and insights. This mixed-methods approach provided a comprehensive understanding of how principals’ supervisory practices impact student performance and enriched the study’s conclusions with both statistical and narrative evidence. The study revealed a strong positive correlation between principals’ supervisory practices and student academic performance. Pearson correlation coefficients indicated significant relationships: Principal’s Verification of Teachers’ Professional Documents (0.881), Principal’s Policy Guidance (0.893), Principal’s Mobilization of Teaching/Learning Resources (0.868), and Principal’s Communication Channels (0.834) all showed robust positive impacts on academic performance. Regression analysis confirmed that 75.2% of performance variation is explained by these practices, with the model being statistically significant (F = 17.011, p = 0.000). Based on the findings, the study therefore concluded that effective principal supervision practices are crucial for improving student performance in public secondary schools. The study concluded that rigorous verification of teachers' credentials ensures high teaching standards, clear policy guidance aligns staff with educational objectives, efficient resource mobilization supports quality instruction, and robust communication channels foster a positive academic atmosphere. These practices collectively contribute to creating an environment conducive to academic success, highlighting the pivotal role of principals in shaping educational outcomes through their supervision strategies. The study hence recommended that principals should implement stringent verification processes for teachers' professional documents to maintain high educational standards. Principals should also provide clear and consistent policy guidance through comprehensive manuals and regular training sessions. Furthermore, they should focus on efficient mobilization and management of teaching and learning resources through needs assessments and strategic partnerships. Lastly, principals should establish and maintain robust communication channels to facilitate transparent and timely information exchange among all stakeholders