Department of Education Foundation
Permanent URI for this collectionhttp://localhost:4000/handle/20.500.12092/1882
Browse
2 results
Search Results
Item Evaluating Teaching Effectiveness in Determining Quality Educational Outcomes in Kenya.(2023) Gathondu, M.; Kagema, J.The yearnings for quality education is the driver to national socio-economic developments. This is well articulated by various local, national and international frameworks including Kenya’s Vision 2030 and Sustainable Development Goals. Teachers are considered pivotal in quality education. However, research studies document that teachers’ pedagogical practices reveal gaps in achievement of quality education outcomes. This study analyzed the role of teaching effectiveness on quality educational outcomes in Kenya. The study was guided by the Social Constructivism Theory and through a comprehensive review of literature, the study identified gaps in teachers’ pedagogical practices that guided the present study. 400 teachers were selected for the study and through purposive sampling method, 24 principals were sampled. Also, systematic random sampling method was employed to yield a research sample of 80 teachers and 144 students. The principal research instruments were questionnaires for the teachers and students while interview guides were used to collect data from principals. Validity was enhanced by the piloting of instruments prior to collecting the final data. To enhance credibility, an adjustment of the tools was done according to the opinions obtained from respondents and peer reviews. Reliability of the instruments was calculated using the Pearson product-moment correlation coefficient and found to be ρ =.77, hence considered reliable. To test the internal consistency for reliability within questionnaire items, Cronbach alpha based on the standardized items was used which yielded α =.759. Quantitative data was analyzed using SPSS Version 25 for both descriptive and inferential statistics. Measures among variables was described using standard deviations, SD, while chi-squared test, χ 2=12.496a was arrived at to determine the statistical significance of the study hypotheses at 0.05 level (2-tailed). The reporting of the quantitative data was in percentages, tables and charts. The study findings indicated that teachers are pivotal in determining educational outcomes through their pedagogical practices as corroborated by respective research objective findings. The study recommends that teachers should undergo continual professional development to improve in curriculum delivery. Also, the Government should enhance quality assurance and monitoring strategies in the schools to ensure that the school curriculum is highly implemented to achieve the educational goals in Kenya and beyond.Item Principals’ Supervision of Teaching and its Influence on Promoting Learners’ Performance(Journal of Pedagogical Sociology and Psychology, 2019-07-07) Irungu, Cecilia; Kagema, Josphat; Gachahi, MichaelThe roles of school principals have been focal in ensuring and promoting the performance of students in their schools, achieving and sustaining quality education. This has been influenced by the paradigm shifts and global trends to ensure that the quality agenda as espoused in various international and national policies such as Sustainable Educational Goals. A cardinal role is ensuring on teacher supervision in curriculum implementation in their schools. The design of principals’ transformational leadership practices is evidenced to contribute in increased learners’ performance in national examinations as well as fostering transformative school environment. Instructional Leadership is significant in fostering teachers’ instructional practices and subsequently students’ learning and achievement. The aim of this study was to examine the role of principals in the supervision of teaching and its influence on promoting learners’ performance. The study adopted the descriptive survey research design with a target population of 436 principals and 8,049 teachers from secondary schools in Murang’a and Kirinyaga Counties of Kenya. Purposive sampling was used to select 205 principals while 367 teachers were selected using stratified and then simple random sampling methods. The researcher used open and closed-ended questionnaires to collect quantitative data from the teachers and semi-structured interview schedules to gather qualitative data from principals. A pilot study of the instruments was conducted in two schools in Kiambu County of Kenya and Cronbach’s alpha coefficient with a threshold of 0.7 was used to determine the internal consistency of the items. The instruments yielded a reliability coefficient of 0.962, hence were considered reliable. Quantitative data was analyzed using descriptive and inferential statistics with the aid of Statistical Package for Social Sciences (SPSS) version 20. Hypotheses were tested at p>0.5 level of significance using Pearson Product Moment Correlation and t-test determined whether or not the means were statistically significant. Multiple regression analysis was used to determine whether the principals’ instructional leadership practice is a predictor of learners’ performance. The findings of the study were that the level of supervision of teaching was moderate and therefore had significant impact on learners’ performance. The study recommended that there is need for supervision of teaching. The research findings are of significance to principals in designing instructional strategies to improve learners’ performance and to policy makers in the education sector in designing policies that can support effective instructional leadership practices in schools.