INFLUENCE OF CURRICULUM LEADERSHIP ON LEARNERACADEMIC ACHIEVEMENT IN PUBLIC DAY SECONDARY SCHOOLS IN CHESUMEI SUB- COUNTY, NANDI COUNTY, KENYA

Abstract

Curriculum leadership in its entirety plays a vital role in learner academic achievement in educational institutions. This research focused on four specific objectives: (1) establishing the contribution of school leaders on teacher preparation for classroom facilitation on learner academic achievement, (2) finding out the contribution of school leaders on classroom supervision for learner academic achievement, (3) establishing school leaders‟ contribution to teacher preparation and use of instructional resources for learner academic achievement during the instructional process, and (4) finding out school leaders‟ contribution to teacher motivation on learner academic achievement in the instructional process. The study drew theoretical inspiration from Fielder's contingency theory, which posits that a leader's efficacy is determined by the alignment between their dominant traits and the situational context. To accomplish these objectives, the research employed a descriptive survey research design, offering a comprehensive understanding of the current condition of curriculum leadership and its impact on academic achievement. The target population was 1564 respondents drawn from 30-day schools in Chesumei. Pilot study was conducted in two schools. The sample size was 249 respondents who were selected using stratified, and simple random sampling technique. The study adopted content validity to test validity where experts‟ opinion was sought on the subject matter. Reliability was tested using cronbach‟s alpha co- efficient. Data collected was analyzed using descriptive statistics, that is, mean, frequencies, standard deviation and percentages. Inferential statistics adopted were correlation analysis and regression analysis as well as content analysis was adopted for data collected via interview guide. Teacher planning for instruction had a positive and significant influence on students‟ academic achievement of (β=-0.613, p < 0.05). Classroom management had a positive and significant influence on students‟ academic achievement of (β= 0.751, p < 0.05). Availability of educational resources had a positive and significant influence on students‟ academic achievement of (β=0.832, p < 0.05). Teacher motivation had a positive and significant influence of students‟ academic achievement of (β=0.638, p < 0.05). The study concluded that teacher preparation, classroom supervision, educational resources and teacher motivation enhances students‟ academic achievement. According to the study, Teachers should continue to use lesson plan as a guide when instructing students and Teachers should always test content understanding during classroom teaching. Teachers should continue to ensure the syllabus is well covered. Teachers should always evaluate the effectiveness of group discussions and give supervised sassignment during normal class hours. Schools should have adequate textbooks for all subjects, enough laboratories, enough teachers and adequate number of classrooms. Teachers should be adequately motivated from time to time. The findings from this research endeavor will provide valuable insights into the dynamics of curriculum leadership in the context of Kenyan public day secondary schools. It is expected that the results will aid educational policymakers, school administrators, and teachers in refining strategies and practices to enhance students' academic achievement, ultimately contributing to the overall improvement of the education system in Chesumei Sub county and Kenya at large.