THE EFFECT OF PRINCIPALS’ INSTRUCTIONAL STRATEGIES ON THE ACADEMIC PERFORMANCE OF TEACHERS

Rehabeam K. Shapaka

Abstract


The aim of the study was to explore the effect of principals’ instructional strategies on the academic performance of teachers. Data was collected through the interview schedule, field notes and the open-ended questionnaire. Criterion purposeful sampling technique was used to select ten principals and ten teachers from ten schools. Data analysis was conducted using typological analysis, content analysis and Atlas.ti. The findings have established the effect of principals’ instructional strategies on the academic performance of teachers, the prevailing instructional strategies used and the association between instructional strategies and the existing academic performance of teachers. Principals need to study and learn the application of instructional strategies, apply instructional strategies to optimise their success and enhance the academic performance of teachers, which result in student academic performance. Principals need to use instructional strategies to enhance the academic performance of teachers. Principals’ instructional strategies affect the academic performance of teachers, which affects the schools, principals, and teachers’ performance, which results in positive or negative student academic performance.

 

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principals’ instructional strategies, principals’ instructional supervision, curriculum implementation, teacher academic performance, student academic performance

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References


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DOI: http://dx.doi.org/10.46827/ejhrms.v8i2.1886

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