| dc.description.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. | en_US |
