Abstract:
: This study aimed to investigate whether utilization of monitoring feedback by principals influences learning
outcomes in public secondary schools in Marabit Town, Marabit County, Kenya. The study was anchored on
instructional leadership theory. It employed a convergent parallel mixed methods design. Descriptive research
techniques were used to collect quantitative data while qualitative data was collected through exploratory designs. The
study's target population comprised 8 schools, 8 principals, 3756 students, and 143 teachers. Purposive sampling was
adopted to select 4 principals out of 8 principals. Simple random sampling was applied to select 240 out of 3756
students, and simple random sampling also to select 40 out of 143 teachers. The study used questionnaires to collect
data from teachers and students, and an interview guide for principals. Reliability was tested using the Cronbach alpha
coefficient, with scores of 0.8. The Analysis of quantitative data was done by computing descriptive statistics with the
help of SPSS software, while thematic analysis was done for qualitative data to ascertain confirmability. The findings
indicate that principals’ monitoring of instructional preparation, teaching methodologies, assessments, and feedback
had a moderately significant influence on learning outcomes in Marsabit Town's public secondary schools. It also
revealed that some principals delegate deputy principals and heads of departments (HODs) to monitor teachers’
instructional practices and provide feedback due to the administrative workload. However, most times deputy principals
and HODs do not thoroughly monitor instructional assessments or provide feedback due to their workload and lack of
expertise, which results in poor learning outcomes. The study recommends that the government establish
implementation policy mandating principals to consistently monitor instructional preparations, methodologies,
assessments and provide timely feedback to teachers. It further recommended that workshops and training should also
be arranged for deputy principals and Heads of Departments (HODs) to equip them with the necessary knowledge and
skills to assist principals in monitoring instructional practices.
