Utilization of monitoring feedback by principals on learning outcomes in public secondary schools in Marsabit County Kenya

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.