Challenges of Implementing the Selected Key Performance Indicators (KPIs) in Promoting Students’ Academic Performance in Primary Schools in Mvomero District, Tanzania

Abstract

This study examined the Challenges of implementing the selected KPIs in promoting student academic performance, using a mixed  research approach with data from 60 participants, including teachers, head teachers, and a district education officer. Simple random and  purposive sampling were used to select the sample. For the quantitative component, a descriptive design was employed to analyze the  implementation of Key Performance Indicators (KPIs) in enhancing students' academic performance. The qualitative part of the study  utilized hermeneutic phenomenology, based on Heidegger’s philosophy, to explore participants' lived experiences and perspectives  regarding KPI implementation. Data collection involved both structured questionnaires and in-depth interviews. Validity was ensured  through a pilot study conducted in five non-study schools, which helped refine the research instruments and address ambiguities.  Reliability was assessed using Cronbach’s Alpha, with a coefficient of 0.7 deemed acceptable, indicating consistent results across  repeated trials. Quantitative data was analyzed using descriptive statistics, including mean and standard deviation, with data managed  through the Statistical Package for Social Sciences (SPSS) Version 21.0. Qualitative data was analyzed through thematic analysis. The  findings revealed that challenges in KPI implementation included time constraints and issues with lesson preparation and assessment, as  identified by both school heads and the district education officer. Despite these challenges, teachers demonstrated a positive attitude  towards remedial measures. The study recommends regular professional development for teachers to improve their understanding of  KPIs, lesson planning, and assessment practices, thereby addressing implementation challenges and improving academic performance.