HEADTEACHERS’ MANAGEMENT CHALLENGES AFFECTING PUPILS’ ACADEMIC PERFORMANCE IN PUBLIC PRIMARY SCHOOLS IN KENYENYA SUB-COUNTY, KENYA
Samson Onyancha - Kenya
Professor Benjamin A. Ondigi, PhD - Department of Educational Administration, Planning and Economics of Education, Kisii University, Kenya
Dr Florence Mobegi, PhD - Department of Curriculum Instructional and Education Management Maasai Mara University, Kenya
ABSTRACT
Quality is at the heart of education and what takes place in the classroom and learning environments is fundamentally important to the well-being of pupils. Access to primary school education has increased recently in Kenya due to the provision of free primary education though educational academic standards have not improved in Kenyenya Sub-County. Performances for the last eight years have not attained the average mean scores and they have ranged from 222.17 to 240.63 in 2009- 2016 respectively, implying low academic performance. Therefore, this study sought to establish the head teachers’ management challenges on pupils’ academic performance in K.C.P.E. in Kenyenya sub-county, Kisii County. This study was guided by a conceptual framework. The researcher used a descriptive survey research design. Specific objectives were to: establish how the headteachers’ management challenges of the teaching staff affect the pupils’ academic performance in K.C.P.E. in public primary schools; find out how the headteachers’ financial management challenges affect pupils’ academic performance in K.C.P.E.; determine how the headteachers’ management challenges of physical facilities affect pupils’ academic performance in K.C.P.E.; investigate how the headteachers’ management supervision challenges affect pupils’ academic performance in K.C.P.E.; and finally determine how the headteachers’ management challenges of pupils’ discipline affect pupils’ academic performance in K.C.P.E. The target population was 80 head teachers and 80 teachers in Kenyenya sub-county. Stratified random sampling technique was used to select headteachers and teachers. A sample size of 24 head teachers and 24 standard eight class teachers were used as respondents; being 30% of the total population. Questionnaires, in-depth interviews, observation schedules and document analysis were used to collect data. The validity of the instruments was determined by the two experts of Kisii University in Educational Administration. The reliability was determined by the test-retest method and was found to be 0.78. The quantitative data were analyzed using descriptive statistics in the form of frequencies, mean and percentages. Qualitative data were collected through in-depth interviews whereas they were transcribed and organized into themes and sub-themes as they emerged in an on-going process. The findings were presented using tables. It was concluded that there was understaffing, over enrolment, under syllabus coverage, rampart unfounded absenteeism reasons, inadequate professional development programs; financial constraints, inadequate physical facilities, headteachers’ irregular supervisions and indiscipline cases all affected the pupils’ academic performance. Based on the findings of this research, it is recommended that the TSC should recruit enough teachers and CDE should frequently monitor besides evaluate the teachers. The government should boost the teachers’ professional development programs; provide enough and prompt finances, teaching and learning resources. The headteachers, the county and sub-county Inspection personnel panels should supervise and advise teachers as well as curb indiscipline cases to enhance the pupils’ academic performance in Kenyenya sub-county.