Controlling management practices and pupils’ academic achievement in public primary schools in West Pokot County, Kenya: The moderating role of headteachers demographic characteristics

Caroline Khang’achi Osena; Judith Achoka; Pamela Buhere

doi:10.51867/ajernet.6.3.32

Authors

Caroline Khang’achi Osena Masinde Muliro University of Science and Technology, Kenya https://orcid.org/0009-0009-3797-1349
Judith Achoka Masinde Muliro University of Science and technology, Kenya
Pamela Buhere Masinde Muliro University of Science and technology, Kenya https://orcid.org/0000-0002-0017-994X

DOI:

https://doi.org/10.51867/ajernet.6.3.32

Keywords:

Controlling Management Practices, Headteacher Demographics, KCPE, Kenya, Moderation, Pupils’ Academic Achievement, Public Primary Schools

Abstract

This study systematically analyzes the moderating role of Headteachers' demographic characteristics (experience as a Headteacher, teaching experience, and academic qualifications) on the relationship between their controlling management practices and pupils' academic achievement, in public primary schools in West Pokot County, Kenya. The study was guided by theories of education (functionalism, conflict, symbolic interactionism) and leadership (participative & transformational) theories. The study adopted a cross-sectional survey with a mixed-methods approach. The target population for this study comprised 320 Headteachers from public primary schools in West Pokot County that had recorded Kenya Certificate of Primary Education (KCPE) examinations results between 2012 and 2016, 1280 subject Heads of departments (HOD’s), 1920 class eight pupils, 4 Teachers Service Commission Sub- County Directors of Education (TSC SCDE) and One Quality Assurance and Standards Officer (QUASO). A sample size of 32 Headteachers, 128 Subject HODs, 4 TSC SCDE and One QUASO were selected purposively. Data was gathered using Questionnaires, structured interview guides, observation guides and document analysis of KCPE results for public primary schools. Simple linear regression and moderation analysis using the PROCESS macro in SPSS were employed for data analysis. Headteachers' controlling management practices are reported as extensively implemented within West Pokot County schools, demonstrating a strong positive statistical correlation with KCPE mean scores from the Headteachers' perspective (R² = 0.839). The moderation reduced the explained variance (R²) from 83.9% to 50.3%. Experience as a Headteacher reduced to 30.50%, teaching experience itself showed a negative significant main effect on KCPE mean scores in the moderation model. This moderation reduced the explained variance (R²) to 35.1%. The Headteachers academic qualifications also showed a negative significant main effect on KCPE mean scores. This moderation reduced the explained variance (R²) to 40.2%. The central conclusion is that the current controlling management practices and skills employed by Headteachers in West Pokot County are not effective in genuinely improving pupils' academic achievement. To address this, the study recommends that Headteachers adopt a more strategic approach to controlling management practices, focusing on clear standard setting, meticulous performance measurement, thorough deviation analysis, and prompt, targeted corrective actions.

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