Thesis:

Influence of head teachers’ administrative practices on teacher performance in public primary schools in Kitui central sub-county, Kitui county, Kenya

Headteachers' administrative practices are critically related to effective classroom instruction, coverage of syllabus and teacher performance in schools. Nevertheless, teacher performance continues to be weak in a number of public primary schools in the Kitui Central Sub-county. Most of the teachers do not cover the syllabus within the stipulated time, which renders learners weak academically. Consequently, the current study had the objective of evaluating the impact of headteachers' administrative practices on teacher performance among public primary schools in the Kitui Central Sub-county, Kitui County, Kenya. The study intended to investigate the impact of headteachers' motivation, performance appraisal, teacher mentorship, and instructional supervision on teacher performance. Underlying the study were systems theory and the theory of the productivity of education. Based on the nature of the study, a mixed methods study was used, employing a concurrent triangulation design of data collection to gather inclusive data. The study had 757 participants, consisting of 78 headteachers and 679 teachers. 260 participants were found through Yamane’s formula. Stratified sampling was used to establish two strata using zones as the stratums within the Kitui Central Sub-county. Four headteachers were given a purposive selection, with a bias towards schools, which have been poor performers in the Kenya Certificate of Primary Education (KCPE) examinations over the last five years. Besides, 48 teachers were randomly sampled through simple random sampling while ensuring unbiased participation, following the sampling design adopted. The sampled number translated into 20 headteachers and 240 teachers, respectively. Data were collected by using questionnaires for teachers and interviews for the headteachers. Prior to the data collection, a pilot study involving 26 respondents drawn from two public primary schools found in the Kitui Central Sub-county was carried out to establish the validity, reliability, credibility, and dependability of the data collection instruments. Validation of the instruments through expert judgment from educational management experts and university supervisors established the validity of the instruments. Through the split-half technique, the instruments revealed a Cronbach’s alpha, which depicted strong internal consistency, thus yielding 0.725. Credibility was warranted through data triangulation employing multiple analysts, while dependability was maintained through the complete documentation of data collection procedures. Qualitative data were analyzed thematically based on the study’s objectives and presented in narrative form, while quantitative data were analyzed inferentially using linear regression analysis with the Statistical Package for Social Sciences (SPSS) version 23. The quantitative results were displayed in tables for clarity. The findings revealed that many teachers in the area struggle to complete the syllabus on time, which negatively impacts performance in the Kenya Certificate of Secondary Education. Although headteachers conduct regular performance appraisals, these evaluations have not led to substantial improvements in teaching effectiveness. The study also found that headteachers seldom motivate teachers, and mentorship efforts are largely ineffective, although instructional supervision is conducted regularly. Based on these results, the study recommends allocating funds to support programs that enhance teacher motivation and mentorship. The Ministry of Education continue to provide training for headteachers on the effective use of the Teacher Performance Appraisal and Development (TPAD) tool. Headteachers are encouraged to maintain regular supervision of teaching activities.