| dc.description.abstract | The goal of this study was to establish the effect of monitoring of teachers’ records on teachers’
academic performance in public secondary schools in Turkana Central Sub-County, Kenya. The
research employed mixed procedures of qualitative and quantitative techniques. The target
population for the study was 8 principals, 48 Heads of Departments (HODs), and one Sub-County
Quality Assurance and Standards Officer (QASO). Thus, the total population for the study was 57
respondents. Statistical Packages for Social Sciences (SPSS) Version 23.0 was used to analyze the
data. The findings indicated that professional records were monitored monthly by the respective
principals. The frequency of monitoring teachers’ professional documents was not enough and
weekly monitoring was preferred. The findings further indicated that schemes of work and lesson
plans were not frequently updated due to factors such as poor monitoring and too much workload..
The study recommended that more training be conducted with on monitoring and evaluation of
academic records and processes; that there be delegation of monitoring assignments to other
teachers such as deputy principals; and that all the monitoring documentation be regularly updated
on weekly basis, with particular emphasis on schemes of work and lesson plans. | en_US |
