The study wanted to establish scholars’ perception of how principals survive instructional programs honestly secondary schools. Survey research design was adopted that working mixed forms of inquiry in a concurrent process. A sample of 12 principals and their deputies, and 253 teachers in 48 public subordinate schools were engaged. A structured inquiry and unstructured interview guide were used to accumulate data. Descriptive and probable statistics were computed and qualitative dossier infused in the argument of the data. The study found out that principals matched, supervised and judged instruction; and monitored graduates’ progress in their schools. The management of teaching programs by principals did not considerably differ between Extra County and County subordinate schools (t (251) =.917, p>.05), nor did it disagree between high, average, and depressed performance public subordinate schools (F (2,250) = 1.524, p>.05). Even so, there was a statistically significant link (r (251) =.123**, p<.05) 'tween principals’ management of teaching programs and students’ academic achievement.
Author(s) Details:
Stephen Tomno Cheboi,
Mount
Kenya University, Kenya.
Please see the link here: https://stm.bookpi.org/RHLLE-V3/article/view/9746
No comments:
Post a Comment