Head Teachers’ Supervisory Role of Monitoring Classroom Progress Influence on Academic Achievements in KCPE, Kandara Sub-County; Kenya

Abstract

Kandara Sub-County in Murang’a east was second last among the eight Sub-Counties in Murang’a County, Kenya with a mean score of less than 200 out of the total 500 marks in national examinations. Kiahiti Primary School, which was the worst performer both in the county and in Central Province, registered a mean score 152.37. The researcher, therefore, conducted a study to establish whether head teachers supervisory role of monitoring classroom progress has any influence on academic achievement. The study was guided by the following specific objective: To establish how head teachers’ supervisory role of monitoring classroom progress influence academic achievement in Kandara sub-County. The hypothesis was stated as follows: Head teacher’s supervisory role of monitoring classroom progress has no statistically significant influence on academic achievements Gatanga Sub- County. The study adopted descriptive research design. Data was collected using questionnaires, document analysis and in-depth interview schedule. Simple stratified random sampling technique was used. A sample of24 head teachers,263teachers and 1 Curriculum Support Officers participated in the study. Validity was ascertained with the help university lecturers who are experts in this area. Reliability was ascertained using test-retest method and it was found to be 0.85. Quantitative data was analyzed using Pearson’s Correlation Coefficient, while qualitative data from interviews was transcribed and grouped into themes and sub-themes. The most significant finding revealed that head teachers do not monitor classroom progress as indicated by the mean of 1.53. There was therefore a positive relationship between monitoring classroom progress and academic achievement r =0.306, n=263, p< 0.05.Hence the null hypothesis was rejected in favour of the alternative. These finding can be a reference point for head teachers of schools in Kandara Sub- County in Murang’a east for improvement of learning outcomes. Monitoring of classroom progress should start from early years to avoid unnecessary pressure to the teachers and learners in standard eight, since if it is started early better results would be realized Keywords: Monitoring classroom progress and Academic Achievements, Kandara Sub-County, Kenya