INFLUENCE OF PRINCIPALS’ INSTRUCTIONAL SUPERVISION ON STUDENTS’ PERFORMANCE IN MATHEMATICS IN SECONDARY SCHOOLS, LANG’ATA SUB-COUNTY, NAIROBI, KENYA
| dc.contributor.author | CALLISTA E. AHACHI (SR.) | |
| dc.date.accessioned | 2026-04-01T12:49:42Z | |
| dc.date.available | 2026-04-01T12:49:42Z | |
| dc.date.issued | 2015-08 | |
| dc.description | Thesis | |
| dc.description.abstract | The study examined the influence of the principals’ instructional supervision on students’ performance in Mathematics in secondary schools in Lang’ata Sub-County, Nairobi, Kenya. It was prompted by continued poor performance in Mathematics by most students in Lang’ata Sub-County. This study was guided by six research questions and two hypotheses. It was also based on the Total Quality Management theory. The convergent parallel mixed method research design was used in the study. The target population included principals, heads of departments of Mathematics, and Mathematics teachers in secondary schools in Lang’ata Sub-County. Stratified random sampling and purposive sampling techniques were used to select 11 secondary schools from Lang’ata Sub-County. All the 11 principals, 11 Heads of Departments of Mathematics and 45 Mathematics teachers from the 11 selected secondary schools participated in the study. Data was collected using questionnaire, interview guide and document analysis guide. Both the quantitative and qualitative data were analysed separately and results converged during interpretation. The quantitative data was analysed using Statistical Package for Social Science version 17.0. Pearson’s Correlation Coefficient was used to establish the significance of relationships. The qualitative data was subjected to content analysis involving the examination of emerging themes in accordance with research questions. The findings show that there is no significant relationship between teachers’ perceptions of principals’ instructional supervision and students’ performance in Mathematics; and there is a fairly strong and positive relationship between teachers’ experience of principals’ instructional supervision and students’ performance in Mathematics. The study concluded that teachers’ perception of principals’ instructional supervision has no influence on students’ performance in Mathematics. However, teachers’ experience of principals’ instructional supervision has a fairly strong and positive statistically influence on students’ performance in Mathematics. To enhance students’ performance in Mathematics, the study recommends that principals and their deputies and heads of departments be given constant In-Service Education and Training on instructional supervision. In addition, the government needs to adequately remunerate Mathematics teachers to reduce turnover and to provide adequate instructional resources for high performance in Mathematics. | |
| dc.identifier.uri | https://repository.cuea.edu/handle/123456789/681 | |
| dc.language.iso | en_US | |
| dc.publisher | THE CATHOLIC UNIVERSITY OF EASTERN AFRICA | |
| dc.subject | Instructional supervision | |
| dc.subject | principals’ leadership | |
| dc.subject | mathematics performance | |
| dc.subject | students’ academic performance | |
| dc.subject | secondary schools. | |
| dc.title | INFLUENCE OF PRINCIPALS’ INSTRUCTIONAL SUPERVISION ON STUDENTS’ PERFORMANCE IN MATHEMATICS IN SECONDARY SCHOOLS, LANG’ATA SUB-COUNTY, NAIROBI, KENYA | |
| dc.type | Thesis |