Abstract: Principals’ supervisory practices are vital in enhancing teachers’ pedagogical activities and performance. However, in Tharaka South Sub-county, teachers’ job performance had been low since many teachers did not cover the syllabus in time, which has led to low academic performance among their students. Thus, this study sought to investigate the influence of principals’ supervisory practices on teachers’ job performance in public secondary schools. The research was guided by management practice theory and theory of educational productivity. The study applied mixed methodology and adopted a concurrent triangulation research design. Target population was 804 respondents, which comprised 28 principals, 28 Chairs of school BoM, 746 teachers, and 2 Sub-county Directors of Education. A sample of 266 respondents was determined using Yamane’s Formula. This consisted of 12 principals, 12 Chairs of school BoM, 240 teachers, and 2 Sub-county Directors of Education. Data analysis began by identifying common themes from the respondents’ descriptions of their experiences. Qualitative data were analyzed thematically based on the objectives and presented in narrative form. Quantitative data were analyzed using descriptive statistics such as frequencies and percentages and inferentially using Pearson’s Product Moment Correlation Analysis with the help of Statistical Package for Social Sciences (SPSS Version 25) and presented using tables. The study found that many teachers struggle to complete the syllabus on time, impacting student performance in the KCSE exams. Although principals implement various supervisory activities, these have not significantly improved syllabus coverage or academic outcomes. Thus, principals need to improve and continue their supervisory activities.

Abstract: Teacher discipline strategies adopted by headteachers play a key role in ensuring improved classroom pedagogy, syllabus coverage, learner environment, and, above all, teacher performance in schools. However, in Masinga Sub-county, teacher performance in many public primary schools is low. Many teachers do not complete their syllabus on time, rarely participate in co-curricular activities, and produce learners with low academic grades in examinations. Thus, this study sought to assess the influence of teacher discipline strategies on teacher performance in public primary schools. This study adopted a mixed methodology and applied a concurrent triangulation research design. The target population was 1420 respondents, comprising 140 headteachers and 1280 teachers, from which a sample of 315 respondents was determined using Yamane’s Formula. Stratified sampling was used to create two different strata based on the number of zones in Masinga Sub-county. This comprised 35 headteachers and 280 teachers. Qualitative data were analyzed thematically based on study objectives and presented in narrative form, whereas quantitative data were analyzed using descriptive statistics such as frequencies and percentages and inferentially using Pearson’s Product Moment Correlation Analysis in Statistical Package for Social Sciences (SPSS Version 25) and presented using tables. The study revealed that many teachers do not cover syllabus in time, and this has caused low academic performance in KCPE. However, teacher discipline strategies adopted by headteachers have not been fully effective. Thus, headteachers should adopt sound disciplinary approaches for teachers and support staff aimed at improving their work morale and not dampening their spirit of commitment.

Abstract: Principals’ mentorship activities are crucial determinants of teacher performance in schools. However, in Kiambaa Sub-county, teacher performance has been a challenge with many teachers not able to cover syllabus in time resulting into low students’ academic performance. Thus, the study sought to examine the influence of principals’ mentorship activities on teacher performance in public secondary schools. The study adopted mixed methodology and applied descriptive survey and phenomenological research designs. Target population was 751 respondents which comprised 15 principals, 734 teachers and 2 Sub-county Directors of Education from which a sample of 262 respondents was determined using Yamane’s Formula. This sample comprised 10 principals, 250 teachers and 2 Sub-county Directors of Education. Qualitative data were analyzed thematically based on the objectives and presented in narrative form. Quantitative data were analyzed descriptively using frequencies and percentages and inferentially using Pearson’s Product Moment Correlation Analysis using the Statistical Package for Social Sciences (SPSS Version 25) and presented using tables. The study revealed that many teachers do not cover syllabus in time and this has occasioned low students’ performance. This has been partly attributed to principals’ mentorship activities. Many principals rarely organize and plan mentorship activities for teachers and has thus, contributed to low performance among teachers in terms of syllabus coverage and students’ academic outcomes. They either fail to prioritize mentorship programs or lack the necessary organizational skills to implement them effectively. Thus, the Ministry of Education should allocate resources to enable principals organize regular mentorship programmes for teachers.

Abstract: Mentorship and coaching programmes organized by principals play a key role in teacher performance. However, in Kiambu County, teacher performance in public secondary schools is low since many teachers do not complete syllabus in time which has occasioned low performance among students. Thus, the purpose of this study was to assess the influence of principals’ management of mentorship and coaching programmes on teacher performance in public secondary schools in Kiambu County, Kenya. The study applied a mixed-methodology and adopted a concurrent triangulation design. Target population comprised 227 principals, 3479 teachers and 24 Sub-County Directors of Education summing up to 3730 respondents from which a sample size of 348 respondents was determined using Yamane’s Formula. This consisted of 36 principals, 288 teachers and 24 Sub-County Directors of Education. Quantitative data were analyzed using descriptive statistics such as frequencies and percentages and inferentially using Pearson’s Product Moment Correlation Analysis with the help of Statistical Package for Social Sciences SPSS Version 25 and presented in tables. Qualitative data were analysed thematically and presented in narration. The study revealed that teacher performance has been low with many of them unable to cover syllabus in time which has translated to low academic performance in KCSE among their students. The Teacher Service Commission has introduced mentorship and coaching programmes for teachers. However, principals rarely set clear objectives to be achieved during mentorship nor do they frequently monitor the progress of mentorship programmes. Hence, principals should foster best practices when organizing mentorship and coaching programmes for teachers.

Abstract: Mentorship and coaching programmes organized by principals play a key role in teacher performance. However, in Kiambu County, teacher performance in public secondary schools is low since many teachers do not complete syllabus in time which has occasioned low performance among students. Thus, the purpose of this study was to assess the influence of principals’ management of mentorship and coaching programmes on teacher performance in public secondary schools in Kiambu County, Kenya. The study applied a mixed-methodology and adopted a concurrent triangulation design. Target population comprised 227 principals, 3479 teachers and 24 Sub-County Directors of Education summing up to 3730 respondents from which a sample size of 348 respondents was determined using Yamane’s Formula. This consisted of 36 principals, 288 teachers and 24 Sub-County Directors of Education. Quantitative data were analyzed using descriptive statistics such as frequencies and percentages and inferentially using Pearson’s Product Moment Correlation Analysis with the help of Statistical Package for Social Sciences SPSS Version 25 and presented in tables. Qualitative data were analysed thematically and presented in narration. The study revealed that teacher performance has been low with many of them unable to cover syllabus in time which has translated to low academic performance in KCSE among their students. The Teacher Service Commission has introduced mentorship and coaching programmes for teachers. However, principals rarely set clear objectives to be achieved during mentorship nor do they frequently monitor the progress of mentorship programmes. Hence, principals should foster best practices when organizing mentorship and coaching programmes for teachers.

Abstract: Time management strategies adopted by principals are crucial determinants of teacher performance in schools. However, teacher performance in public secondary schools in Kiambu County is low since many teachers do not complete syllabus in time and have most of their students register low grades in examinations. This study sought to examine principals’ time management strategies as determinants of teacher performance in public secondary schools in Kiambu County, Kenya. The study applied a mixed-methodology and thus, adopted a concurrent triangulation design. Target population comprised 227 principals, 3479 teachers and 24 Sub- County Directors of Education (MoE & TSC) totaling 3730 respondents from which a sample size of 348 respondents was determined using Yamane’s Formula. This comprised 36 principals, 288 teachers and 24 Sub- County Directors of Education. Quantitative data were analyzed using descriptive statistics such as frequencies and percentages and inferentially using Pearson’s Product Moment Correlation Analysis with the help of Statistical Package for Social Sciences SPSS Version 25 and presented in tables. Qualitative data were analysed thematically and presented in narration. The study revealed that teacher performance is low characterized with inability to cover syllabus in time and low students’ performance. This has been partly attributed to principals’ time management strategies. Principals rarely prioritize tasks for teachers, delegate responsibilities rarely set time for professional development, minimal communication and little encouragement to use technology for effective time management. The study recommends that principals should adopt effective time management strategies meant to accord teachers adequate time to undertake their pedagogical duties with minimal disruptions.

Abstract: This study ascertained implementation of feedback appraisal to improve teacher performance in public primary schools in Iganga District. A descriptive cross-sectional design was used on a sample of 396 including 317 teachers and 79 head teachers obtained using stratified, purposive, and simple random sampling techniques. A questionnaire and an interview guide were used to collect data. Qualitative data was coded, analyzed, and arranged verbatim. Items for each of the aspects of appraisal by feedback were presented using means and standard deviation. Later, the relationship between appraisal by feedback and teacher performance was performed using the Pearson Correlation Model. A regression analysis was performed to respond to each of the hypotheses using a p-value of 0.05. Differentiated supervision positively predicts teacher performance (B = 0.040; p =.405>0.05). Based on the results, there are no statistical indicators for the implementation of appraisal by feedback to improve teacher performance in public primary schools, was thus refuted. Conclusively, performance appraisal is used in public primary schools in Iganga District but have a marginal impact on teacher performance. The district reports, which indicate that performance appraisal informs excellence in teacher performance, were not the case in public primary schools given the weak coefficients. It was recommended that teachers need to develop a love for the profession, the head teacher’s presence in schools should be increased, and the ministry of education should invest more money in school inspections.

Abstract: The current study ascertained signs that differentiated supervision is implemented to improve teacher performance in public primary schools in Iganga District. A descriptive cross-sectional design was used on a sample of 481 respondents selected using stratified, purposive, and simple random sampling techniques. A questionnaire and interview guide were used to collect data. Mean and standard deviations were used to rate the items while the relationship between differentiated supervision appraisal and teacher performance was tested using correlation and regression analyses. A regression analysis was performed to respond to each of the hypotheses using a p-value of 0.05. According to findings, differentiated supervision positively predicts teacher performance (B = 0.040; p =.405>0.05). Based on these results, therefore, there is no statistically significant evidence of differentiated supervision is implemented to improve teacher performance in public primary schools. Conclusively, performance appraisal is used in public primary schools in Iganga District but have a marginal impact on teacher performance. The district reports, which indicate that performance appraisal informs excellence in teacher performance, were not the case in public primary schools given the weak coefficients. It was recommended that teachers need to develop a love for the profession, the head teacher’s presence in schools should be increased, and the ministry of education should invest more money in school inspections.