Role of Institutional Administrators in School Level Quality Assurance Practice and its Impact on Learners’ Academic Achievements in Public Secondary Schools in Kieni East Sub County, Kenya
Quality assurance is widely recognized as a tool for supervising and supporting instruction with capacity to improve curriculum implementation and learner achievement. This paper examined the role of institutional administrators in school level quality assurance practices towards enhancement of curriculum implementation and students’ academic achievements in public secondary schools in Kieni East Sub County, Kenya. The study used the Ex-post facto research design and was guided by the Lucio and McNeil theory. The target population comprised of 192 senior masters, 32 deputy principals and 32 principals jointly referred as institutional administrators. A sample size of 190 determined using Yamane Formula was used. The sample comprised of 30 principals, 30 deputy principals and 130 senior masters. The study used stratified random to select institutional administrators and data was collected using questionnaires. Data analysis involved both descriptive statistics and inferential statistics which included Pearson Product Moment Correlation Coefficient and regression analysis. The study established that quality assurance practices had a significant influence on students’ academic achievement. The quality assurance practices carried out by institutional administrators include ensuring preparation of professional documents, monitoring the adherence to the planning instruments in the course of curriculum implementation and ensuring they were updated appropriately. Additionally, the instructional administrators monitored the effectiveness of instructional processes through regular lesson observation to ensure that the instructional processes were effective. The study recommends that first, TSC should build the capacity of institutional administrators and facilitate the sub county units to enable them visit schools more frequently to monitor the internal quality assurance. Secondly, the TSC should substantively appoint the institutional administrators so that they can gain more confidence and command as they discharge their duties. Lastly, teachers, BOMs and other stakeholders should be sensitized on the impact of internal quality assurance on academic achievements to ensure that they fully embrace it.
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