INFLUENCE OF PRINCIPAL’S INSTRUCTIONAL SUPERVISORY PRACTICES ON TEACHER’S JOB PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN MUKURWEINI SUB-COUNTY, NYERI, KENYA

Mirriam Mumo Timona, Celestine Ndanu, Michael Kimotho

Abstract


This study examined the influence of principals’ instructional supervisory practices on teachers’ job performance in public secondary schools in Mukurweini Sub-County, Nyeri, Kenya. Guided by the Instructional Leadership Theory, the study explored how principals’ collaborative decision-making and data-informed decision-making affect teacher job performance. The study adopted a mixed methods approach with a convergent parallel mixed methods design. The target population comprised 32 public secondary schools, 32 principals, 672 teachers, and one Quality Assurance and Standards Officer (QASO). The sample size included 10 schools selected through proportionate stratified and simple random sampling, 10 principals and 1 QASO purposively sampled, and 184 teachers sampled through stratified and simple random sampling. Data were collected using questionnaires for teachers and interview guides for principals and QASO. Tangaza University research experts validated research instruments. Quantitative data were analysed using descriptive and inferential statistics, including Pearson correlation analysis for hypothesis testing, while qualitative data were analysed thematically through content analysis. Quantitative findings were presented using tables and bar graphs, while qualitative results were presented using narratives and direct quotes. Ethical standards were upheld through participants signing informed consent forms, confidentiality, and honesty in reporting. Pearson correlation analysis revealed statistically significant positive relationships between principals’ collaborative decision-making (r = .179, p = .042) and data-informed decision-making (r = .201, p = .022) with teachers’ job performance. These findings support generalization to the broader population and underscore the importance of inclusive and evidence-based leadership practices. The study concluded that principals’ instructional supervisory practices, specifically collaborative decision-making and data-informed decision-making, positively influenced teacher job performance in public secondary schools in Mukurweini Sub-County, Nyeri. It is recommended that principals promote participatory decision-making to enhance teachers’ motivation and performance. Additionally, education policy should encourage inclusive planning that values teachers’ input, and comparative studies should be conducted to develop context-responsive supervisory practices.

 

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principal’s instructional supervisory practices, teacher’s job performance, collaborative decision making, data-informed decision-making

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DOI: http://dx.doi.org/10.46827/ejes.v12i11.6350

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