Teachers’ Perception of Principals’ Management of Instructional Programs that Influence Learners’ Academic Achievement in Public Secondary Schools

Abstract

The study sought to establish teachers’ perception of how principals manage instructional programs in public secondary schools. Survey research design was adopted that employed mixed methods of inquiry in a concurrent procedure. A sample of 12 principals and their deputies, and 253 teachers in 48 public secondary schools were engaged. A structured questionnaire and unstructured interview guide were used to collect data. Descriptive and inferential statistics were computed and qualitative data infused in the discussion of the data. The study found out that principals coordinated, supervised and evaluated instruction; and monitored students’ progress in their schools. The management of instructional programs by principals did not significantly differ between Extra County and County secondary schools (t (251) =.917, p>.05), nor did it differ between high, average, and low performance public secondary schools (F (2,250) = 1.524, p>.05). Even so, there was a statistically significant link (r (251) =.123**, p<.05) between principals’ management of instructional programs and students’ academic achievement.