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Title: | TEACHERS’ CONTRIBUTION TO PROGRAMMED ADMINISTRATIVE DECISIONMAKING IN RELATION TO STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC DAY SECONDARY SCHOOLS IN MAKINDU SUB-COUNTY, MAKUENI COUNTY, KENYA. |
Authors: | Ndambuki, Felix Muthusi |
Keywords: | PROGRAMMED ADMINISTRATIVE DECISIONMAKING IN RELATION TO STUDENTS’ PERFORMANCE IN PUBLIC DAY SECONDARY SCHOOLS |
Issue Date: | Aug-2022 |
Publisher: | The Catholic University of Eastern Africa |
Abstract: | Abstract
This study focuses on teachers’ contribution to Programmed administrative decisions in relation to
students’ academic performance in day secondary schools in Makindu Sub-county, Makueni
County, Kenya. The study was guided by the following research questions: What is the relationship
between the areas teachers’ contribute to in programmed administrative decision–making and
students’ academic performance in day secondary schools in Makindu sub-county, Makueni
County, Kenya? How does the methods used by principals to enhance teachers’ contribution to
programmed administrative decision making relate to students’ academic performance in public day
secondary schools in Makindu sub-County? Which challenges do principals face when dealing with
programmed administrative school decision making in day secondary schools in Makindu subcounty? What measures can be put in place to improve the way principals deal with programmed
administrative school decision making in day secondary schools in Makindu sub-county? The study
was anchored on shared decision making theory, specifically Bridges model. The study adopted
mixed methods design, specifically convergent parallel mixed method design, qualitatively;
phenomenology design and quantitatively: correlational and cross-sectional survey design. The
target population comprised of 16 public day secondary schools 16 Principals and 168 teachers. A
sample of 8 schools, 8 principals and 58 teachers were used in this study. Sampled schools were
stratified; simple random sampling with proportional allocation was used to select the teachers and
purposive sampling was used to sample principals’ participants. A sample of 8 schools, 8 principals
and 58 teachers were used in this study. Probability (stratified) and non-probability (purposive)
sampling procedures were used in the study. Data collection instruments were questionnaires and
interview guides. Cronbach Alpha technique was used to determine the reliability of research
instruments. Quantitative data was analyzed using descriptive statistics which involved generating
frequencies, percentages, bar graphs, mean and standard deviation. Independent t-test was used to
compare means, chi-square and correlation analysis were used to determine the relationships
between variables. Qualitative data was analyzed using content analysis and was in form of;
narratives and direct quotes .The entire research process remained confidential and anonymous. The
finding revealed that, teacher contributions in the four programmed administrative decision making
areas was moderately practised and had a small insignificant relationship between teacher
contributions and students’ performance in kcse (chi-square value =1.778, p = 0.6320). The
dominant common decision-making area that teachers were involved to contribute in was student‘s
affair and school discipline (M = 3.855, S.D = 0.901, p = 0.006) and the least was school finance
and income generating activities (M = 2.105, S.D = 0.743, p = - 0.006). Principals’ methods of
enhancing teachers’ contribution had a small insignificant relationship with students’ performance
in kcse (r = 0.293, p = 0.482). The study recommended that: TSC and MOE should facilitate virtual
in-service training aimed at developing and equipping both teachers and principals with knowledge
and skills on shared decision making. |
Description: | Master of Educational Administration and Planning |
URI: | http://localhost/xmlui/handle/1/12138 |
Appears in Collections: | Theses and Dissertations
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