Authors :
Beth K. Mutunga; Dr. Gideon Kasivu; Dr. Selpher Cheloti
Volume/Issue :
Volume 7 - 2022, Issue 11 - November
Google Scholar :
https://bit.ly/3IIfn9N
Scribd :
https://bit.ly/3Yqg4gV
DOI :
https://doi.org/10.5281/zenodo.7444926
Abstract :
Education is an important ingredient in the
progress and changes of countries the world over. The
purpose of the study was to determine the influence of
capacity building for teachers on students’ academic
performance in public secondary schools in Kenya. The
article is an extract from a study done in public secondary
schools in the Yatta sub-county, Machakos County,
Kenya. The study was guided by the instructional
leadership model. This study adopted a descriptive
research design, survey method. The study was conducted
among 247 respondents comprising 19 principals and 228
teachers. The study employed stratified sampling
techniques and simple random sampling techniques. Data
collection was done using questionnaires for principals
and for teachers. Data were analysed using Statistical
Package for Social Sciences (SPSS). The findings revealed
a strong positive correlation between the principal’s
involvement in capacity building for teachers and
students’ academic performance from the principal’s
perspective. However, the results of the teacher’s
questionnaires indicated a weak positive correlation
between the principal’s involvement in capacity building
for teachers and students’ academic performance. The
study concludes that principals' capacity building for
teachers positively influences the student’s academic
performance. However, capacity building in most schools
has not been implemented appropriately. It was; thus,
suggested that all principals working in public secondary
schools enhance capacity building for teachers to ensure
that they are always motivated which will in turn help to
improve the student’s academic performance. Capacity
building should be done in consultation with the teachers
for it to be effective. It should be a policy from the
ministry of education that capacity building for teachers
is improved in all public schools.
Education is an important ingredient in the
progress and changes of countries the world over. The
purpose of the study was to determine the influence of
capacity building for teachers on students’ academic
performance in public secondary schools in Kenya. The
article is an extract from a study done in public secondary
schools in the Yatta sub-county, Machakos County,
Kenya. The study was guided by the instructional
leadership model. This study adopted a descriptive
research design, survey method. The study was conducted
among 247 respondents comprising 19 principals and 228
teachers. The study employed stratified sampling
techniques and simple random sampling techniques. Data
collection was done using questionnaires for principals
and for teachers. Data were analysed using Statistical
Package for Social Sciences (SPSS). The findings revealed
a strong positive correlation between the principal’s
involvement in capacity building for teachers and
students’ academic performance from the principal’s
perspective. However, the results of the teacher’s
questionnaires indicated a weak positive correlation
between the principal’s involvement in capacity building
for teachers and students’ academic performance. The
study concludes that principals' capacity building for
teachers positively influences the student’s academic
performance. However, capacity building in most schools
has not been implemented appropriately. It was; thus,
suggested that all principals working in public secondary
schools enhance capacity building for teachers to ensure
that they are always motivated which will in turn help to
improve the student’s academic performance. Capacity
building should be done in consultation with the teachers
for it to be effective. It should be a policy from the
ministry of education that capacity building for teachers
is improved in all public schools.
