PRINCIPALS’ INSTRUCTIONAL LEADERSHIP, COLLECTIVE TEACHER EFFICACY AND ACADEMIC ACHIEVEMENT IN PUBLIC SECONDARY SCHOOLS IN MAKUENI SUB-COUNTY, KENYA
| dc.contributor.author | MUTETI CATHERINE MUENI | |
| dc.date.accessioned | 2026-04-01T12:21:25Z | |
| dc.date.available | 2026-04-01T12:21:25Z | |
| dc.date.issued | 2015-05 | |
| dc.description | Dissertation | |
| dc.description.abstract | Instructional leadership and collective teacher efficacy are fundamental for the academic achievement of students. School principals as instructional leaders have the essential responsibility of ensuring that quality teaching and learning occurs in schools. The role of a teacher is equally crucial. It is through the teacher that the subject matter is presented to the students. The study examined Principals’ Instructional Leadership, Collective Teacher Efficacy (CTE) and academic achievement in public secondary schools in Makueni Sub-County, Kenya. The study adopted concurrent mixed method research approach. Specifically, the study applied cross-sectional survey and phenomenological research designs. The target population included principals, teachers and students in public secondary schools in Makueni Sub-County. Simple random sampling and stratified random sampling techniques were applied to select 150 students and 150 teachers from the representative schools. All the fifteen 15 principals from the selected secondary schools participated in the study. Data was collected through perceptions scale, interview and document analysis guide. Statistical Package for the Social Sciences (SPSS version.20) was adopted for analysis of quantitative data. Pearson’s Product-Moment Correlation Coefficient was used to establish the significance of relationships. Qualitative data was subjected to content analysis involving the examination of emerging themes in accordance to research questions. The findings shows that: there is a fairly strong and positive relationship between students perceptions on principals instructional leadership and school academic performance; there is a weak and positive relationship between students perceptions collective teacher efficacy and school academic performance; there is a weak and positive relationship between collective teacher efficacy and principals instructional leadership; and there is a strong and positive relationship between collective teacher efficacy and school academic performance. The study concluded that: students’ perceptions towards principals’ instructional leadership and collective teacher efficacy influence their academic achievement; collective teacher efficacy has positive influence on students’ academic achievement, principals’ instructional leadership role performance has effects on students’ academic performance and collective teacher efficacy. To address the challenges emerging from principals’ instructional leadership, collective teacher efficacy and students academic achievement there is need for the government to increase funding of schools, employ enough teachers, provide in-service training opportunities to replenish principals and teachers’ knowledge and skills in teaching methodology. | |
| dc.identifier.uri | https://repository.cuea.edu/handle/123456789/678 | |
| dc.publisher | THE CATHOLIC UNIVERSITY OF EASTERN AFRICA | |
| dc.subject | Instructional leadership | |
| dc.subject | collective teacher efficacy | |
| dc.subject | academic achievement | |
| dc.subject | principals’ leadership | |
| dc.subject | teaching effectiveness | |
| dc.title | PRINCIPALS’ INSTRUCTIONAL LEADERSHIP, COLLECTIVE TEACHER EFFICACY AND ACADEMIC ACHIEVEMENT IN PUBLIC SECONDARY SCHOOLS IN MAKUENI SUB-COUNTY, KENYA |