Influence of headteachers’ monitoring allocations of teaching and learning materials on learners’ performance in activity areas in public pre-primary schools in Narok County, Kenya

Abstract

The role of headteachers in the management of teaching and learning materials although widely studied has not been explored in regard to its influence on learners’ performance in public pre-primary Schools. The purpose of this study is to determine the influence of monitoring allocation of teaching and learning materials by Headteachers on learners performance in activity areas. Convergent Mixed Method design was used as it enabled the researcher to handle both qualitative and quantitative data that was collected. The target population comprised of 735 pre-primary schools, 735 Headteachers, 1470 preschool teachers, 30 ECD Coordinators, and 6 Quality Assurance Standards Officers. The sample size included 85 pre-primary schools, 85 head teachers, 85 pre-primary teachers from public pre-primary schools, 6 Quality Assurance and Standards Officers and 9 ECD Coordinators. Purposive sampling was used in the selection of headteachers, while the sample for teachers, ECD Coordinators, and Quality Assurance Standards Officers was selected using simple random sampling technique. The researcher used questionnaires, Interview schedule, Center Performance Assessment Tool, and Center Observation Checklist as the main tools for collecting data. The researcher used qualitative and quantitative approaches in analyzing data. Regression Analysis was used to test the hypotheses. The results show that monitoring allocation of teaching and learning materials by Headteachers did not have a statistically significant influence on learners’ performance in activity areas.

Keywords: Monitoring Allocations of Teaching and Learning Materials, Learners’ Performance, Activity Areas, Pre-schools