Influence of head teachers’ management practices on pupils performance in kenya certificate of primary education in public primary schools Bungoma central sub-county, Kenya

Abstract

The purpose of the study was to determine the influence of headteachers’ management practices on KCPE performance in public primary schools in Bungoma Central Sub-county. The specific objectives were to determine whether head teachers’ curriculum supervision influences pupils performance in KCPE, establish whether head teacher’s acquisition and usage of teaching/learning materials influences pupils performance in KCPE, examine whether head teacher’s communication strategies influences pupils performance in KCPE and to examine whether pupils involvement in management influences pupil’s performance in KCPE in public primary schools in Bungoma Central sub-county. The study adopted a descriptive survey design. The theoretical framework was based on Abraham Maslow theory of motivation. The study targeted 22 public primary schools, 22 head teachers, 22 class eight teachers, 22 standard eight prefects and one education officer. The study utilized all the 66 (100%) questionnaire from head teachers, teachers and pupils and interview schedule for education officer and the observation check list for the researcher to collect data. Reliability of the instrument was done through a pear Son’s product correlation. The validity was done by conducting a pilot study on four schools that were not included in the actual study. Both qualitative and quantitative techniques were used to collect and analyze data. The statistical packages for social science (SPSS) software package were utilized in analyzing the data. The data was presented in frequency tables and bar graphs. The study findings indicated that less number of books for the pupils and minimal access to teaching/learning materials make pupils unable to study effectively. Minimal individual exposure to books compromise pupils’ academic achievement. The head teachers’ curriculum supervision was poor where most head teachers did not check teacher professional records and never supervised teachers teaching in class. Communication channels in schools were poor while others lacked completely. It was observed that pupils were never involved in school management and especially in matters that affected them. This affected pupils’ academic achievement. The researcher suggested that head teachers should carry out frequent instructional supervision and advice to their teachers accordingly. Head teachers should ensure availability and usage of relevant teaching/learning materials. Schools should have clear modes of communication to enable disseminate policies and communicate school objectives. Pupils should be involved in school matters that affect them. The head teacher to involve parents in curriculum matters. Head teacher to meet teachers regularly to discuss curriculum matters. The study suggested that an investigation on challenges facing head teachers on curriculum supervision should be conducted. A study on the effects of commercial teaching/learning materials on KCPE performance should be conducted in the other sub-counties in Bungoma County.