Educational Administration

Effectiveness of teacher performance appraisal and development (TPAD) implementation in secondary schools management in Gucha sub-county, Kenya

2023-12-21T14:25:47Z

Effectiveness of teacher performance appraisal and development (TPAD) implementation in secondary schools management in Gucha sub-county, Kenya ONDARI, Rosana James The TSC inistituted Teacher Performance Appraisal and Development tool (TPAD) in 2016 with a view of improving school educational outcomes. However, there have been active resistance by teacher trade unions against training on TPAD usage. Out of the 160 teachers interdicted nationally, 42 cases (26.25%) were from Kisii County with Gucha leading with 15 cases (35.7%). Evident training non-receptiveness created doubt as to whether teachers, being their own TPAD evaluators were effectively implementing it. Therefore, the purpose of the study was to establish effectiveness of TPAD implementation in Gucha sub-county secondary schools. The objectives were to: establish effectiveness in TPAD tool’s implementation for enhancing teacher lesson attendance; to determine the effectiveness of TPAD tools implementation for enhancing syllabus coverage; to examine the effectiveness of TPAD tools implementation for maintaining learner discipline and to establish the effectiveness of TPAD implementation in enhancing school management. Locke’s (1968) goal-setting model formed the study's theoretical basis. The study used descriptive survey design. Target population comprised 1 Director, 21 principals, 115 HODs, 254 teachers, 194 class secretaries. Satulated and stratified random sampling generated reliable key informants; the sub county director, 21 principals, 115 HODs, 169 teachers, 132 class secretaries. Data collection instruments were questionnaires, and inteview schedule. Before administration, the instruments were examined by experts from Maseno university to establish validity. 2 Principals, 10 HODs, 58 teachers and 29 class secretaries from Sameta Sub-County were involved in instrument piloting using test- retest method to ascertain reliabilty. A reliability coefficient of 0.82, 0.76, 0.80 and 0.78 respectively was established. A reliability coefficient of above 0.75 was considered adequate. Quantitative data based on the responses was analysed by use of SPSS version 22.0 and descriptive statistics generated namely: frequencies, percentages and then presented using tables. The study used inferential statistics; pearson’s product moment correlation test, regression test, hypotheses test and one way ANOVA. Regression model obtained a unit change on implementation of TPAD tools in while holding other factors constant would enhance lesson attendance, syllabus coverage, learner discipline and school management by a factor of 0.620, 0.600, 0.510 and 0.792 respectively. From the coefficient table, the value for implementing TPAD tools for lesson attendance, syllabus coverage, learner discipline and school management were all 0.000 which is less than 0.05. Since the p-value of 0.000 is less than 0.05, all the null hypotheses collapsed. ANOVA test showed TPAD implementation had significant effect on all the independent variables as the value of significance (p-value) was less than 5%. The calculated value was greater than the critical value (68.893 > 4.49). The study recomends that to enhance lesson attendance, all the stakeholders including class secretaries, teachers, HODs and Principals, need to be trained effectively on every specific aspect of TPAD; proper infrastructure measures and capacity building should also be put in place to improve syllabus coverage; there is need for participative decision making processes on disciplinary policy in secondary schools and that TSC should encourage teachers to involve goal-setting practices associated with attainment of goals for effective school management. Master's Thesis

Relationship between information communication technology usage and administrative quality of principals in public secondary schools in Homabay County, Kenya

2023-12-19T16:00:48Z

Relationship between information communication technology usage and administrative quality of principals in public secondary schools in Homabay County, Kenya OBUODA, Gilbert Michael Omolo In the globalized economies, countries require an ICT literate workforce to enhance participation in the knowledge economy. Education sub-sector in Kenya has embraced information communication technology (ICT) in school management with expectation of value addition, hence optimized organizational outcomes. Studies carried out in various counties in Kenya on effect of ICT entrenchment in individual schools revealed improvement in administration which resulted in good KCSE mean score. In Homabay County, KCSE results dropped by a mean score of -2.4 in the period 2013-2017 for ICT entrenched secondary schools. This drop was more than -1.2, -1.0, and -1.0 realized in neighboring Migori, Kisii, and Kisumu Counties respectively for such schools. Literature revealed need for human relations in ICT work environment and that managers may positively motivate their staff administratively through qualitative interpersonal human relations to improve organizational output. Given that ICT tools do not operate devoid of human environment, this study purposed to establish the relationship between ICT Usage and administrative quality of principals in public secondary schools. Objectives were: determine relationship between ICT-Usage on internal communication, record - keeping, human resource and financial resource management and administrative quality of principals. The study was based on Socio-Technical Systems Theory. The study employed descriptive and correlation research designs. The study population was 102 principals, 102 deputy principals, 102 ICT-Usage teacher-in-charge, 102 school captains, 102 non-teaching staff representatives, 1480 teachers, and 8 SCQASO. Purposive sampling technique was applied in selecting 91 principals, 91 deputy principals, 91 ICT-Usage teacher-in-charge, and 7 SCQASO sampled by saturated method. The other 11 principals, 11 deputy principals, and 11 teachers in charge of ICT were involved in pilot studies. Simple random sampling technique was used to select 300 other teachers. 30 school captains, 30 non-teaching staff representatives were selected from returned consent forms for interview. 20 principals, 20 deputy principals and 20 ICT teachers in charge were also interviewed. Questionnaire, document analysis, and interview schedule were the instruments applied for data collection. Face and content validity of instruments were ascertained by experts in the department of educational administration. A test-retest method was applied to determine reliability of the instruments. Pearson-r of .72 for questionnaire at a p- value of .05 was considered appropriate. Quantitative data was analyzed through descriptive statistics, ANOVA and regression analysis while null hypotheses were tested by t–test method. Qualitative data were analyzed thematically. The findings were; For ICT usage on communication X1: Y= 1.1711+0.140X1E. Meant that for 1 unit increase of ICT usage, there occurred an improvement in administrative quality of principals by 0.140 units; For ICT usage on record keeping X2: Y=1.711+0.092X2E. Indicated that 1 unit increase of ICT-usage resulted in an improvement on administrative quality of principals by 0.092 units; For ICT usage on human resource management X3: Y=1.711+0.220X3E. Meaning that for 1 unit increase of ICT usage an improvement in administrative quality of principals ensued by 0.220 units. Lastly, for ICT-usage on financial resources X4: Y=1.711+0.085X4E It meant that an increase of 1 unit of ICT- usage on financial resource management resulted in an improvement in administrative quality of principals by 0.085 units. The study further revealed that use of ICT in human resources management had highest effect in administrative quality of principals. The study findings are useful for generating information about usage of ICT and ways in which it aids administrative quality of principals in secondary schools. It was recommended that there be enhanced use of ICT in internal communication by establishing functional ICT tools, equipment, and infrastructure; that management to entrench staff development orientations and training processes through regular seminars and workshops for principals, deputy principals and the staff who are in managerial positions. PhD Theses

Effects of psychosocial and work condition on job satisfaction Of public secondary school female principals in Siaya county, Kenya

2022-05-12T10:47:21Z

Effects of psychosocial and work condition on job satisfaction Of public secondary school female principals in Siaya county, Kenya AKINYI, Beatrice Onyango The 2010 Constitution enhanced affirmative action to boost women’s participation in educational leadership in Kenya. However, in Siaya county female principals face problems in their leadership roles and work conditions that put a lot of demand and stress in their work. In the period between the year 2015 and 2020, 78(42.9%) of female principals presented transfer requests, 52(28.6%) resigned and 36(19.8%) were redeployed presenting a glaring shortage of professional female administrators compared to other neighboring counties. Sources from Education County offices in Rachunyo North and Homa Bay indicate that female principals left headship due to stress 11(24.4%) and 15 (28.3%), while 9(17%) left headship due to other factors as joining spouses. Busia and Kakamega counties had 14(28.6%) and 12(24.5%), while Vihiga had 4(15%) and Kisumu 16(20%) of transfer requests, resignation and redeployment presenting a minimal number. The purpose of the study was to determine the effects of psychosocial and work conditions on job satisfaction of public secondary school female principals in Siaya County. The objectives of the study were to; determine effects of physical facilities on psychosocial and work condition on job satisfaction; examine effects of physical environment on psychosocial and work condition on job satisfaction; analyze effects of stress on psychosocial and work condition on job satisfaction and; determine effects of family roles on psychosocial and work condition on job satisfaction. A conceptual framework was used to identify the effects of psychosocial and work condition variables on job satisfaction based on Herzberg’s Two Factor theory. Descriptive and correlation research design was used for the study on a population of 55 female principals, 50 of which formed a saturated sample. Questionnaires and interviews were instruments for data collection. Face and content validity of instrument was determined by two experts in the Department of Educational Management and Foundations, Maseno University. Their suggestions were used to revise the questionnaires and interview schedules by removing ambiguities, inconsistencies and weaknesses noted to make them more comprehensive in content. A pilot study was conducted in 5 schools to establish reliability of the instruments through a test-re-test method. A Pearson- r value of .79 was achieved at .002 implying that the instrument was reliable. Quantitative data from questionnaires were analyzed using descriptive statistics such as frequencies, means and percentages and presented using tables. Qualitative data from open-ended sections of questionnaires and interviews was analyzed by organizing the content into themes and sub-themes as they emerged, then tallied and presented in verbatim form. Ethical approval letter was obtained from the Ethics Review Committee, Maseno University, which enabled the researcher to obtain a research permit from the National Commission for Science Technology and Innovation. The findings revealed that physical facilities had positive psychosocial effect on job satisfaction (β=.508, p=.001) and accounted for a variance of 25.8%. Physical environment had positive psychosocial effect on job satisfaction (β=.440, p=.002) and accounted for a variance of 19.4%. Stress factors had a negative significant effect on job satisfaction (β=-.469, p=.001) accounting 46.9% variance on job satisfaction. Family roles had inverse psychosocial effect on job satisfaction (β=-.528, p=.001) and accounted for 27.9%. The study concluded that physical facilities, physical environment and family roles had a positive psychosocial effect on female principal’s job satisfaction. The study recommended that physical facilities and physical environment be well maintained and improved to avoid psychosocial effects of stress through counselling and training in order to learn to balance between family roles and work. The study findings may help the Ministry of Education and Teachers’ Service Commission to come up with work-life policies that would reduce psychosocial related problems and promote job satisfaction for improved work conditions of female principals in school management.

Relationship between educational resources and pupils’ Academic performance in public primary schools In Kisumu county, Kenya

2022-05-11T08:40:32Z

Relationship between educational resources and pupils’ Academic performance in public primary schools In Kisumu county, Kenya MUTULA, Joan Atieno Public primary schools in Kisumu County have been posting low academic performance, for example in 2019 they had an average mean of 259.16 compared to schools in the neighbouring counties of Vihiga (265.38), Nandi (265.59) and Siaya (265.13) Counties. Although academic performance as measured through Kenya Certificate of Primary Education (KCPE) may be influenced by various factors such as pupils characteristics, parental contribution and school leadership and management, evidence shows that educational resources influence pupils academic performance and hence quality of education. The government has therefore provided these resources in public primary schools, yet Kisumu County has continued to register low academic performance over the past few years. The purpose of this study was to examine the relationship between the educational resources and pupils’ academic performance in K.C.S.E in Kisumu County. The objectives of this study was to: establish the relationship between financial resources and pupils’ academic performance, establish the relationship between human resources and pupils’ academic performance, determine the relationship between physical resources and pupils’ academic performance and determine the relationship between instructional resources and pupils’ academic performance in Kisumu County. The study was guided by the Education Production Function Theory (Deway, Husted and Kenny, 1998).This study used descriptive and correlation research designs. The target population for the study comprised 1Quality Assurance and Standards Officer (QASO), 615 head teachers, 615 senior teachers and 23,464 standard 8 pupils from 615 public primary schools in Kisumu County. Saturated sampling technique was used to select 1 QASO, thereafter, 123 head teachers, 123 senior teachers and 2,413 Std 8 pupils were selected using stratified random sampling technique. Instruments used during data collection were questionnaires, interview schedule, Focus Group Discussion and document analysis guide. Reliability of the instrument were calculated using Cronbach reliability test, which recorded a reliability coefficient of 0.80 for head teachers, 0.78 for senior teachers and 0.698 for class eight pupils. Validity of the instrument was ascertained through expert judgment by the supervisors in the department of education. Quantitative data was analyzed using descriptive statistics in form of percentages, frequency counts and means, while hypotheses were tested using Pearson moment correlation and linear regression (inferential statistics). Qualitative data was organized in categories and reported in emergent themes and sub themes. The study found a strong positive relationship between financial resources, human resources, education physical resources and instructional resources and pupils’ academic performance in Kisumu County, with all relationships statistically significant at (p < 0.05). It was recommended that the government to allocate more funds to enable schools put up more facilities, public primary to be equipped with adequate recent instructional resources and recruitment and posting of more teachers. Policy makers and Directorate of Quality Assurance and Standards (DQASO) in the Ministry of Education will use the findings of this study to harmonize public primary education service standard guidelines to quality standards that should be maintained and improved by the head teachers in all primary schools. Educational managers at the county and school level will use the findings of this study to initiate programs aimed at addressing the resource challenges facing public primary schools.

Characteristics, Experiences, and Behaviour of University Student Leaders

2022-02-09T09:21:27Z

Characteristics, Experiences, and Behaviour of University Student Leaders OUELLETTE, Michel This study focussed on students in formal leadership positions. Twenty-one student leaders involved with five university student groups at the University of Alberta \ were observed in organizational meetings and participated in personal as well as group interviews. Information was content analysed for emerging themes. Participants responded to experiences helping to mould leadership behaviour. Students identified influential experiences including volunteer, community and school activities, leadership roles, participation in sports, and work experiences. Role models and mentors highlighted for contributions to leadership deportment included parents, coaches, teachers, university professors, administrators, as well as present and former employers. Leadership conduct was also assessed as a result of observing roles, assuming group responsibilities, and placement in specific roles during meetings. Pressures, demands, and expectations also influenced how student leaders behaved within and outside their respective organizations. Hard work, effective communication skills, need for commitment, and time required for leadership were among successful ingredients. Knowing all facets of the organization as well as modelling appropriate and expected behaviour were keys to gaining respect and remaining effective. Behaviour in nonleadership settings was also considered important to maintain credibility. Despite time commitments affecting academics and re,lationships, students acknowledged a sense of fulfilment from the experience as well as lasting friendships. Student leaders involved with specific student groups perceived their influence as minimal while representatives of larger student organizations were considered a greater Donation

Cooperative Education in Physical Education: An Exploratory Study of Students' Perceptions of Co-op Experiences

2022-01-18T09:42:19Z

Cooperative Education in Physical Education: An Exploratory Study of Students' Perceptions of Co-op Experiences WHEELER, Ralph .Elliot The nature of today's workplace is one of rapid and dramatic changes. Traditional workplace environments require those entering a field to possess skills and competencies that are not currently being taught in many institutions. As a result, higher educational institutions have come under increasing pressure to adjust their curriculum in an effort to meet these changes. Cooperative education has thus emerged as a legitimate alternative to the more traditional educational strategies in a number of programs. With its inextricable link to the workplace, cooperative education provides a unique blend of practical, career related experiences with formal, academic learning. This exploratory study investigated the cooperative education experiences of university students involved in a four year physical education/ recreation degree program. The study sought to examine through self-completed questionnaires, individual interviews, and a focus group session, the perceptions of students with regard to their academic and work term activities. In particular, the research project focused on: (a) academic skills and competencies developed during the cooperative program, (b) career and professional perceptions of students in the program, (c)work term experiences, (d) personal and interpersonal relationships, and (e) learning strategies and obstacles. Survey data, gathered from 96 students representing 80%of all 2nd, 3rd, and 4th year students enrolled in the program, were summarized using measures of central tendency. Interview and focus group data from students were transcribed, content analysed and organized around several emerging themes. As a group the students described a broad range of experiences and the effect these experiences had on learning in the cooperative program. Results of the questionnaire and the interviews indicated that students perceive the cooperative program as offering a variety of opportunities for learning many generic academic skills along with career and related employability skills required for the workplace. Other findings suggest that students in a cooperative program rely on learning strategies which are both self-initiated and collaborative in nature. Donation

The Influence of Administrator's Values In Teacher Selection

2022-01-17T08:56:14Z

The Influence of Administrator's Values In Teacher Selection CHOMYC, Laurel Leanne This study examined the influence administrators' values have on their selection of certificated teaching personnel. It was a qualitative study consisting of interviews, observations and document analysis to gather data from five administrators from a large urban school district. The data were"-' restricted to the administrators' experiences of opening new schools in this district. The research centered ar.ound the general question, 'what influence do values have on the teacher selection practices as reported by selected school based administrators?'. The researcher began by identifying and categorizing values noted by the administrators with the aid of an existing values matrix. Once the categories were refined to better reflect the intentions of the participants, they were then analyzed against the teacher selection process as identified by the participants. The research finding indicated that the administrators did not necessarily use the same values in their selection process as they did in their daily decisionmaking activities. In teacher selection, the values which held the most influence were those from the social and political category, followed by basic human values and general moral values. With respect to the process of teacher selection as identified by the participants, value judgments could be found as influencing their actions at every step. An added benefit of this study was the reflective nature of the participants. Throughout the data gathering, they were forthright in acknowledging their value judgments and even began to apply them to their current practices. The hope here is that this will improve the decision-making practice of teacher selection thereby creating a more effective process. Donation

Factors Influencing Implementation of Strengthening Mathematics and Science Programme in Public Secondry Schoos in Emuhaya Sub-County, Kenya

2021-05-07T09:05:50Z

Factors Influencing Implementation of Strengthening Mathematics and Science Programme in Public Secondry Schoos in Emuhaya Sub-County, Kenya LUKIRI, Musa Musalama Strengthening of Mathematics and Science in Secondary School Education (SMASSE) is important for Mathematics and Science Teachers in Kenya in effective and efficient curriculum delivery through Activity Student Experiment and Improvisation (ASEI) of Plan, Do, See and Improve (PDSI) approach. However, since its inception, Emuhaya Sub-County has performed consistently poor in these subjects than other Sub-Counties in Vihiga County from 2012 to 2017. This study purposed to establish factors influencing the implementation of SMASSE in Emuhaya Sub-County. The study objectives were to: establish teacher factors, student factors and quality assurance factors influencing SMASSE implementation in secondary schools. The target population comprised 37 principals, 196 teachers of mathematics and science and 2543form fours. Descriptive survey and correlational research designs were adopted. Saturated sampling technique was used to obtain 33 principals after 4 were used for piloting; simple random sampling was used to obtain 65 (33%) Mathematics and Science teachers and 254 (10%) form fours. Data was collected using questionnaires and document analysis. Validity of the instruments was ascertained through expert opinion and revision. The reliability was ascertained through a pilot study using 4 principals, 19 teacher and 32 students and an index of 0.78 was ascertained through a test-retest method. Data were analyzed using frequency counts, percentages, means, Standard deviation and hypotheses were tested using Pearson's r at 0.05 level of significance. The study findings established that SMASSE implementation was average (M=2.54) among the mathematics and science teachers, about (50.7%) used ASEI-PDSI approach and about a quarter (24.6%) had gone through the four cycles of SMASSE training. There was a significant influence of overall teacher [F (4, 60) =2.401, p =.030], student [F (3, 210) = 71.103, P < .05] and QASO factors, (n=65; r=.334; p<.05) on SMASSE implementation. Teacher factors accounted for 13.8%, students' factors accounted for 50.4% and QASO factors accounted for 9.7% change in the implementation of SMASSE. The study concluded that SMASSE was implemented by some teachers; all teacher factors except qualification and student factors increase chances of effective SMASSE implementation. For QASO factors, it was concluded that constant coordination, monitoring/supervision is important in curriculum implementation. The study recommended that a further study be done on challenges and their solutions in SMASSE implementation in secondary schools. These study fmdings may inform educational planners and policy makers on how to improve on SMASSE implementation.

Guidance and Counselling Services and Their Influence on Students' Academic Performance in Public Secondary Schools in Bureti Sub County, Kenya

2021-05-07T08:34:29Z

Guidance and Counselling Services and Their Influence on Students' Academic Performance in Public Secondary Schools in Bureti Sub County, Kenya CHERUIYOT, David Kipkorir Individual, Group and Peer Guidance and Counselling (G&C) services in Secondary Schools are conceived as important services towards strengthening students' character and academic achievement. In Bureti Sub County performance in K.C.S.E. from 2007 to 2009 was below average, that is, mean scores of 4.445, 4.435 and 4.491 respectively in spite of G&C services being in place, perhaps due to shortcoming in the effectiveness of these G&C services on academic achievement. The purpose of this study therefore was to examine guidance and counselling services and their influence on students' academic performance in Bureti Sub County, Kenya. The objectives of the study were to: Establish the professional qualifications of the personnel providing G&C services; Examine the adequacy of G&C facilities and materials in secondary schools; Find out the preferred types of guidance and counselling services offered in secondary schools and; Determine the relationship between G&C services and students' academic performance in Public secondary schools in Bureti Sub County. A conceptual framework based on Biswalo's (1996) concept that guidance and counselling helps students develop proper study skills and acquisition of knowledge on examination techniques was adopted in this study to establish the influence of G&C services on student's academic performance. The study used descriptive survey and correlation research designs. The study population comprised of 22 principals, 22 heads of G&C department and 1,201 form four 2012 students from all the 22 Public Sub County secondary schools in Bureti Sub County. Two principals, two G&C teachers and 120 students were used in the pilot study. The study employed saturated sampling technique to select 20 principals and 20 heads of G&C department while simple random sampling technique was used to select 400 students. Questionnaire, interview schedule and document analysis guide were used to collect data for the study. Face and content validity of instruments was established by supervisors. Reliability of instruments was determined using test-retest method. Reliability coefficient of the instruments was 0.72, 0.71 and 0.74 for principals, .G&C teachers and students questionnaires respectively. Data collected using questionnaires were analysed using descriptive statistics in form of frequency counts, percentages and means; while inferential statistics, that is, Pearson r and multiple regressions were used to determine relationships between variables. Data collected using interview schedule were audio tapped and transcribed into themes and sub-themes as they emerged from the data. The study established that 13(65%) of the practicing school counselors did not have the required qualifications of diploma and above in G&C. Guidance and Counseling facilities were inadequate in most schools. Types of G&C services offered in schools included individual, peer and group. The relationships between G&C services offered and academic performance was statistically significant. The study concluded that the types of G&C services preferred were peer and group and that G&C services accounted for 47.5% of students' academic performance. The study recommended that teacher counselors should be trained and the facilities for counseling should be improved. The findings of this study are significant to teacher counselors, Principals and the Ministry of Education Science and Technology as they will enable them to enhance G&C services in schools so as to achieve the set objectives of school guidance and counseling program.

School administrators’ contribution to students’ academic performance in secondary schools in Emuhaya and Vihiga sub-counties, Kenya

2019-01-24T10:06:35Z

School administrators’ contribution to students’ academic performance in secondary schools in Emuhaya and Vihiga sub-counties, Kenya WANYAMA, Elizabeth Gloria Anindo Studies have revealed that school administrators contribute to students’ academic performance by enhancing instructional supervision, teacher motivation, teaching /learning resources and physical facilities. Notwithstanding this assertion, in some countries academic performances have been found to be low despite this administrators’ contribution. In Kenya the average performance for the years 2010 to 2014, only 29% candidates scored above a mean score of 6.00 points. In Emuhaya and Vihiga Sub Counties 3535 (26%) and 2104 (15%) candidates respectively scored above 6.00 points compared to Hamisi and Sabatia Sub-Counties’ with 3913 (28%) and 4275 (31%) candidates respectively between years 2009 and 2013. The purpose of the study was to establish administrators’ contribution to students’ academic performance in secondary schools in Emuhaya and Vihiga Sub- Counties. The objectives of the study were to; establish the contribution of administrators to instructional supervision, teacher motivation, teaching learning resources, and physical facilities.in enhancement of students’ academic performance. The study was guided by a conceptual framework in which the independent variables were administrators’ contribution in form of instructional supervision, teacher motivation, teaching learning resources and physical facilities, and the dependent: variable students’ academic performance. The research designs for this study were descriptive survey and correlation. The study population was 4874 and consisted of 58 principals, 58 deputy principals, 58 directors of studies, 4640 students, 58 chairpersons of the Boards of Management (BOM) and 2 Sub- County Quality Assurance and Standards Officers. Fisher’s formula was used to determine sample size of 354 students. Saturated sampling technique was used to sample principals, deputy principals, chairpersons of the boards, directors of studies, and Quality Assurance and Standards Officers. Questionnaire, observation checklists, document analysis guides, interview schedules were used to collect data on administrators’ contributions. Face and content validity of research instruments were determined by experts in Educational Administration. Reliability of questionnaire was determined by Cronbach’s alpha whereby the coefficients for the scales were greater than .70, meaning that they were reliable. Quantitative data was analyzed using frequency counts, means, percentages and regression analysis. Qualitative data was analyzed in emergent themes and sub themes. The study established that administrators’ contribution to instructional supervision was low (Adjusted R2= 0.011) and not significant. Administrators’ contribution to teacher motivation was strong (Adjusted R2= 0.623), significant and enhanced students’ academic performance by 62.3%. Administrators’ contribution to teaching /learning resources and physical facilities were moderate (Adjusted R2 = 0.343, and 0.303 respectively), and thus enhanced students’ academic performance by 34.3% and 30.3% respectively. The study concluded that administrators’ contribution to instructional supervision was not significant. Administrators’ contribution to teacher motivation, teaching learning resources and physical facilities was significant and therefore, enhanced students’ academic performance. The study recommended that administrators should increase their contribution to instructional supervision, teacher motivation, teaching learning resources and physical facilities in order to enhance students’ academic performance. The study findings are of significance to school administrators, policy makers, and other stakeholders in education on ways of contributing to students’ academic performance. Phd Thesis