SEBS - Master's Theses

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    Influence of Internal Instructional Supervision Practices on Students' Academic Performance in Public Secondary Schools in Kisau Zone, Mbooni East Sub-County, Makueni County, Kenya
    (Scott Christian University, 2026-08) Muli, Gladys Kanini
    Academic performance in public secondary schools in Makueni County has remained a concern, with available evidence showing low and uneven KCSE outcomes across schools. In Kisau Zone, public secondary schools have also recorded variation in KCSE mean scores, suggesting that school-based practices may differ in ways that affect students' academic performance. Although internal instructional supervision is expected to strengthen classroom teaching, curriculum implementation, learner progress monitoring and feedback, limited localized evidence exists on how these practices influence academic performance in public secondary schools in Kisau Zone. This study therefore sought to examine the influence of internal instructional supervision practices on students' academic performance in public secondary schools in Kisau Zone, Mbooni East Sub-County, and Makueni County, Kenya. The study was guided by three specific objectives: to determine the influence of classroom instruction monitoring on students' academic performance; to examine the influence of professional records monitoring on students' academic performance; to examine the influence of curriculum implementation monitoring on students' academic performance; and to assess the influence of academic progress monitoring and supervision feedback on students' academic performance. The study was anchored on Instructional Leadership Theory and supported by Systems Theory and Transformational Leadership Theory. A descriptive correlational survey research design was adopted. The target population comprised 9 principals, 115 teachers and 667 Form Three students from the nine public secondary schools in Kisau Zone, giving an operative target population of 791 respondents. Census sampling was used for principals, while stratified proportionate sampling and simple random sampling was used to select teachers and Form Three students. Yamane's formula was used to determine the sample size for teachers and students, resulting in a sample of 9 principals, 89 teachers and 250 Form Three students, giving a total sample size of 348 respondents. Data was collected using structured questionnaires, a key informant interview guide and a document analysis checklist. A pilot study was conducted in Kiteta Zone to test the validity and reliability of the instruments. Quantitative data was analyzed using descriptive statistics and multiple regression analysis with the aid of SPSS, while qualitative data was analyzed thematically. The study indicated that schools kept track of teacher absences from lessons, if a lesson was missed or delayed, teachers were monitored by the head of department and student leaders were monitored for the lessons. In addition, a study revealed that monitoring of curriculum implementation was found to be a facilitator of examination preparedness since the students were able to revise the syllabus content and prepare for the examination whenever it was timely covered in the curriculum. The study also revealed, however, that feedback following checking of professional records and written action plans for delayed syllabus coverage were not done consistently. In addition, the study confirmed that academic progress monitoring facilitated the identification of learners and subjects in need of extra support. The study revealed, however, that follow-up on feedback was not as strong as the examination analysis and record keeping. The study concluded that classroom instruction monitoring had the greatest influence on the students' academic performance in public secondary schools in Kisau Zone, Mbooni East Sub-County, Makueni County, Kenya, followed by academic progress monitoring and supervision feedback while professional records monitoring and curriculum implementation monitoring had the least influence. The study recommended that public secondary schools should strengthen structured lesson observation, improve documentation and follow-up supervision feedback, use professional records to guide curriculum recovery, and apply examination analysis to support weak learners and improve academic outcomes.