Thesis:

Influence of principals’ management practices on teachers’ Job performance in public secondary schools in Tharaka south sub-county, Tharaka Nithi county, Kenya

Principals’ management practices significantly impact teachers’ performance in schools. In Tharaka South Sub-county, however, teacher performance has been notably low, as many educators fail to complete the syllabus on time, which has contributed to poor academic results among students. This study aimed to examine how principals’ management practices affect teachers’ job performance in public secondary schools within Tharaka South Sub-county, Tharaka Nithi County, Kenya. The specific objectives were to assess the influence of principals’ communication, provision of instructional resources, supervision, and motivation on teacher performance. The study was anchored in the management practice theory and the theory of educational productivity. A mixed-methods approach was employed, using a concurrent triangulation research design. The target population included 804 individuals: 28 principals, 28 Board of Management (BoM) Chairs, 746 teachers, and 2 Sub-county Directors of Education. A sample size of 266 was determined using Yamane’s Formula. Stratified sampling created six strata based on the number of educational zones in the sub-county. From each zone, 2 principals and 2 BoM Chairs were selected through purposive sampling. All Sub-county Directors of Education (from TSC and MoE) were also purposively included. Meanwhile, 40 teachers from each zone were selected using simple random sampling to eliminate bias, resulting in a final sample of 12 principals, 12 BoM Chairs, 240 teachers, and 2 Sub-county Directors. Quantitative data were gathered using questionnaires administered to teachers, while qualitative data were collected through interviews with principals, BoM Chairs, and Sub-county Directors. A pilot study involving 27 participants from public secondary schools in the region was conducted to test the instruments’ validity, reliability, credibility, and dependability. Validity was assessed through expert evaluation, and reliability was determined using the test-retest method, yielding a Cronbach Alpha coefficient of r = 0.745, indicating high internal consistency. Credibility was ensured through data triangulation, and dependability was supported by thorough documentation of the data collection process. Data analysis began with identifying key themes from participants’ narratives. Qualitative data were thematically analyzed based on the study objectives and presented in narrative form. Quantitative data were examined using descriptive statistics (frequencies and percentages) and inferentially via Pearson’s Product Moment Correlation, processed with SPSS Version 25 and displayed in tables. The findings indicated that a majority of teachers face challenges in completing the syllabus, adversely affecting KCSE performance. Despite principals employing various communication and supervisory strategies, these measures have not substantially improved syllabus coverage or student outcomes. There is also a lack of adequate instructional materials, and the motivation techniques used by principals have not been effective. The study recommends that principals enhance communication, collaborate with stakeholders to secure instructional resources, and continue supervision to raise teaching standards. Additionally, the Ministry of Education should allocate funds to support teacher motivation through financial incentives and other forms of recognition.