Principal’s Role of Managing Curriculum and Instruction and its effect on Teachers’ Role Performance in Public Secondary Schools in Nakuru and Narok Counties, Kenya
DOI:
https://doi.org/10.47604/ajep.3838Keywords:
Educational Leadership, School Management, Instructional Supervision, Public Secondary Schools, Teacher Role, Performance, Curriculum ManagementAbstract
Purpose: This study examined principals’ role in the management of curriculum and instruction and how it affects teacher role performance in public secondary schools in Nakuru and Narok Counties, Kenya. The study sought to determine how management of instructional programs such as provision of teachers and learning, class observation, promotes student’s innovativeness and creativity to facilitate classroom teaching, student mentoring, and assessment practices.
Methodology: The study was anchored on Weber’s (1996) Instructional Leadership Model and adopted a convergent parallel mixed-method design. The target population consisted of principals and teachers drawn from public secondary schools in the two counties. Data were collected using questionnaires and interview schedules and analyzed through descriptive statistics and thematic analysis. The quantitative data and qualitative data collected was then triangulated and interpreted for the results.
Findings: The findings revealed that generally that principals executed their roles in the management of instruction effectively as indicated by the average scores of the teachers and principals. The study concludes that the principal’s role of managing curriculum and instruction is essential for improving teacher role performance and overall school effectiveness.
Unique Contribution to Theory, Practice and Policy: The study recommends that TSC in collaboration with KEMI should enhance the capacity building of principals as a way of enhancing their knowledge and skills in schools. If training of school managers is effectively implemented this can assist the principals perform instructional program management roles effectively and improved teacher role performance in public secondary schools.
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Copyright (c) 2026 Gikonyo Esther Wachinga , Otieno Daniel Okech, Onyango George Adino
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