Influence of Principals’ Management of Assessment Resources on Students’ Performance in Junior Secondary Schools in Tinderet Sub-County, Nandi County, Kenya
Peter Tirop – Department of Arts and Social Science
Joshua Manduku – Department of Education Administration
Joseph Ndalila – Department of Arts and Social Science
University of Kabianga
Email: tiropkpeter@gmail.com
Abstract: The introduction of Competency-Based Education (CBE) has not fully achieved its intended objectives, as it has yet to effectively promote critical thinking among all learners in public schools. In addition, not all students have acquired adequate problem-solving and digital literacy skills. Therefore, this study seeks to determine the influence of principals’ management of assessment resources on students’ performance in Junior Secondary Schools in Tinderet Sub-County, Nandi County, Kenya. The study was anchored on Kaufmann’s Systems Theory of Educational Management and employed a descriptive survey research design. The target population was 74 public primary schools in Tinderet Sub-County. A sample of 62 public primary schools and 240 respondents were selected using stratified, simple random, and purposive sampling techniques. Data was collected using questionnaires and interviews. The study tested both content and face validity, while reliability was tested using Cronbach Alpha coefficient. Quantitative data collected was analysed using descriptive statistics, correlation, and regression analysis, while qualitative data was analysed using content analysis. The result was that principals’ management of assessment resources has a positive and significant influence on students’ performance in Junior Secondary Schools of (β= .896, p < 0.05). The study concluded that principals’ management of assessment resources improves students’ performance. The study recommended that the Ministry of Education should develop a policy to institutionalize resource sharing where cluster-based management guidelines are formulated which will allow junior schools in the neighborhood to pool assessment resources for offset deficits in schools which are underfunded.
