Relationship between Teachers’ Collegiality and Academic Performance of Pupils in KCPE in Central Division, Narok North Sub-County, Kenya

Abstract

Collegiality in schools is a phenomenon that has been advocated for and it is said to bear positive results in school management. The purpose of the study was to find out whether there is a relationship between teachers’ collegiality and academic performance of pupils in public primary schools in Central Division of Narok North Sub County, Kenya. The specific objectives of the study were: to establish the relationship between teachers collaboration on pupils academic performance in KCPE in public primary schools in Central Division of Narok North Sub County, Kenya and to assess the relationship between teachers cohesion on academic performance of pupils in KCPE in public primary schools in Central Division, Narok North Sub County, Kenya. The study used survey research design. The target population consisted of 55 schools and 507 teachers from all the primary schools in Central Division of Narok North Sub County. Using 30%, simple random sampling was used to select 152 teachers for this study. A questionnaire was used for data collection. Reliability was tested using Cronbach’s Alpha Index and was found to be 0.878 while validity was ascertained with the help of supervisors. Data was analyzed using both descriptive and inferential statistics with Pearson r as a method of testing relationships. The results of the analysis were presented using Tables. The results of the study indicated that collegiality had a positive relationship with academic performance in KCPE. All the two independent variables were found to have a positive and significant relationship to pupils’ academic performance in public primary schools in Central Division of Narok No r t h S u b County. The results are expected to shed light on how to improve provision of quality education in public primary schools, through the management of schools using collegial models.