| dc.description.abstract | The KCPE academic performance has been poor in Matuga sub County; mean scores
were as follows: 2015- 254.23, 2016-243.45, 2017- 239.09, 2018- 234.76 and 2019-
239.84.This study sought to assess the teachers’ management practices and public
primary pupils’ academic performance in the Sub-County. The objectives were; to
establish teachers’ discipline management practices and pupils’ academic performance,
to assess teachers’ instructional monitoring practices and pupils’ academic
performance, to find out the teachers’ instructional management practices and pupils’
academic performance, to determine teachers’ time management practices and pupils’
academic performance. The limitations of the study included; Uncooperating
participants, social Learning theory and Assertive Discipline Model were used which
might have not addressed all the variables appropriately. 64 (81.01%) questionnaires
were returned but it did not affect the research findings. Observation checklists were
100% recovered. The study used a descriptive survey design. The target population
included 98 head teachers and 691 teachers. The sample size included 10 % of the head
teachers 98 and 10 % of the teachers making a sample size of 79 subjects for the study.
The study was guided by Social Learning theory and Assertive Discipline Model.
Questionnaires and observation check lists were used to collect data to investigate on
existing practices of class management. Permission was sought from NACOSTI, Kwale
County Commissioner and head teachers of sampled schools. Validity was done by the
supervisors who corrected and approved the questionnaire and Observation checklist.
Reliability was done using test-retest method to 8 respondents within the sub county.
The quantitative data was analyzed using Spearman's Rank correlation and Chi Square
presented in percentages, frequency tables and inferences. The quantitative data from
the checklist was analyzed and the data analysis was presented in tables. The study
revealed that, teachers’ management practices influencing pupils’ academic
performance include; inadequate punishment records and classroom rules, poor study
group work management of learners and inadequate supportive feedback records,
inadequate use of pedagogical materials and unavailability of lesson study lesson plan
and inadequate use of records of work and poor syllabus coverage. Recommendations
include; All classroom teachers including deputy head teachers as discipline teachers
should ensure they maintain punishment records and set classroom rules to instil
discipline in their classes. All teachers as well as class teachers and senior teachers
should make sure they introduce pupils’ study groups, keep group work records and
offer supportive feedback and keep records for effective monitoring. Curriculum
support officers and head teachers should insist on teachers frequently use appropriate
teaching and learning aids, and practice lesson study as well as use lesson study lesson
plan to enhance instructional delivery. County/Sub county Directors of education,
County/Sub county Quality Assurance Officers, Curriculum Support Officers, head
teachers and deputy head teachers should ensure teachers timely cover the syllabus and
keep records of work as proof of managing time appropriately. Recommendations for
further studies include: Teachers’ Instructional Monitoring influencing Pupils’
Academic Performance and similar research be carried out in other Public Primary
Schools in various Counties in the Coastal region to ascertain whether comparable
findings would be acquired for further generalization of the outcomes | en_US |
