THE EFFECT OF PRINCIPALS' SUPERVISION OF PROFESSIONAL RECORDS ON STUDENTS' ACADEMIC PERFORMANCE IN MATHEMATICS IN PUBLIC SECONDARY SCHOOLS IN KILUNGU SUB-COUNTY, KENYA
THE EFFECT OF PRINCIPALS' SUPERVISION OF PROFESSIONAL RECORDS ON STUDENTS' ACADEMIC PERFORMANCE IN MATHEMATICS IN PUBLIC SECONDARY SCHOOLS IN KILUNGU SUB-COUNTY, KENYA
Colleta Ngami Kumonya
Masters of Education in Administration, Machakos University, Kenya
Prof. Kimiti Richard Peter
Department of Education Management and Curriculum Studies, Machakos University, Kenya
Dr. Francis Mutua
Department of Educational Communications and Technology and Early Childhood Education, Machakos University, Kenya
ABSTRACT
Kilungu Sub-County has faced ongoing challenges in students' performance in Mathematics, despite various interventions to improve educational outcomes. This study aimed to explore the effect of principals’ supervision of professional records on students' academic performance in Mathematics in public secondary schools within Kilungu Sub-County, Kenya. The research was framed by instructional leadership theory, which emphasizes the pivotal role of principals in shaping educational outcomes through direct engagement with instructional practices. Using a correlational research design, the study focused on 20 public secondary schools in Kilungu Sub-County, Makueni County, with a target population of 20 principals, 66 Mathematics teachers, and 800 students. A stratified random sampling method was used to select six schools, and simple random sampling was used to select 21 Mathematics teachers and 249 Form Three students. Data were collected through questionnaires for teachers and students, and interviews for principals. The qualitative data were analyzed using content analysis. The findings revealed that principals' active supervision of professional records was significantly associated with improved academic performance in Mathematics. Regular monitoring of lesson plans, attendance, and assessment records by principals promoted accountability, ensured instructional alignment with curriculum standards, and facilitated early identification of areas needing attention. These practices contributed directly to better student performance. The study concluded that effective supervision of professional records enhances teaching quality and supports improved learning outcomes for students in Mathematics. Based on these findings, it is recommended that principals strengthen their supervision of professional records, integrate digital tools for efficient record tracking, and provide timely feedback to teachers. Furthermore, the study advocates for policy support to reduce administrative burdens on principals, allowing them to focus more on instructional leadership..
