Stakeholders' perceptions regarding Headteachers' Contribution to internal quality assurance in public Primary schools in Emuhaya sub - county, Kenya

Abstract

Learners' academic achievement is a measure of education quality and calls for effective curriculum implementation through internal quality assurance. Emuhaya Sub-County has registered stagnating performance in KCPE with two hundred and forty four marks on average over the last six years when compared to other districts in Vihiga County and the national average mean of 260 marks. Only 0.38% of the candidature have joined National schools over the last 3 years. Learning levels in the Sub-County are 28% points lower than it is in other districts and 12% lower than the National average. The purpose of this study was to examine stakeholders' perceptions on headteachers' contribution to Internal Quality Assurance in public primary schools in Emuhaya Sub-County. The objectives of the study were to: examine the head teachers' contribution to the curriculum content delivery, find out the head teachers' contribution to provision and use of physical facilities, find out the contribution of head teacher to provision of teachingllearning resources, and establish the head teachers' contribution to the provision and use of cocurricular support facilities in enhancing quality education in Emuhaya Sub -County. A conceptual framework was used to focus on the variables of the study which include teacher quality, curriculum content delivery, use of physical and co-curricular facilities, as well as teaching and learning resources. The study adopted a descriptive survey research design. The study population consisted of 92 head teachers, 92 deputies, 92 Senior teachers, 92 School Management Committee Chairpersons, 1 District Quality Assurance and Standards Officer as well as 12,867 classes 7 and 8 pupils. A 39% sample size was selected using simple random sampling technique. Questionnaire, interview schedules, observation guide, document analysis guide and pupils' Focus Group Discussion Guide were used to collect data. The face and content validity of questionnaire, interview schedule, observation guide, document analysis guide and pupils' focus group discussion guide were determined by experts in the department of Educational Management and Foundations. Test r- test method was used to determine reliability of the questionnaire whereby Pearson r was calculated for each question. The questionnaires were piloted in nine schools that were not part of the sample. Quantitative data collected through closed ended sections of the questionnaires were analyzed using descriptive statistics in form of frequency counts and percentages. Qualitative data collected using interview schedules, document analysis pupils' focus group discussion guides, open sections of the questionnaires and observation guide were analyzed using 'content analysis as themes and sub themes emerged. The study established that headteachers' contribution to quality curriculum content delivery was low at interquartile range of 2.4. Headteachers' contribution to provision and use of physical facilities was low at interquartile range of 2.2. The headteachers' contribution to provision and use of teaching and learning resources was low at interquartile range of2.0.Their contribution to provision and maintenance of co curricula support facilities and promoting learners participation in co curricula activities was also low at interquartile range of 2.5 and 2.7 respectively. Overally, headteachers' contribution to Internal Quality Assurance was low. The study recommend that headteachers should step up their internal supervisory mechanisms in order to enhance quality education in public primary schools. The findings of the study are significant to school administrators, QASOs and other stakeholders since they give insight on appropriate ways of enhancing quality education.