Abstract:
This purpose of this study was to investigate the extent to which principals’ classroom
observation strategy influences students’ academic achievement in public secondary schools in
Gatanga Sub-County, Muranga County, Kenya. The study was guided by Total Quality
Management Theory (TQM), developed in the 1920s by Deming. This study employed a
convergent parallel mixed-methods research design. The target population was 48 public
secondary schools, 48 principals, 380 teachers, and one Sub-County Director of Education.
Criterion purposive sampling was used to include the sub county director of education and 10 out
of 48 principals. The study used stratified and simple random sampling to select 260 out of 380
teachers to participate in the study. Questionnaires were used to collect quantitative data from
teachers, and interview guides were used to collect qualitative data from sub county directors of
education and principals. Cronbach’s alpha was used to test the reliability of Likert scale tools,
and the coefficient of 0.83 was realized. Descriptive statistics with the help of SPSS version 25
was used to analyze quantitative data, which was presented in frequencies, percentages, graphs,
and tables. Qualitative data was analyzed using a thematic approach and presented in the form of
narratives and direct quotations. The study revealed that principals’ instructional supervision
strategies including classroom observation affect students’ academic achievement in public
secondary schools. Feedback from principals’ classroom observations was found not to be
effective in improving teachers’ lesson presentations and management. Principals do not
effectively observe teachers’ mastery of content, syllabus coverage, and lesson notes to enhance
student performance. The study recommended that principals should provide more detailed,
actionable feedback targeting specific areas for improvement in teaching methods, lesson
presentations, and class management. The government should implement policies mandating
comprehensive training programs for principals, focusing on effective classroom observation and
feedback techniques. These programs should emphasize developing skills for providing
constructive feedback and assessing teachers' mastery of content.
