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Contribution of school administrators to teaching-learning resources in enhancement of students’ academic performance in secondary schools in Kenya: an empirical study across secondary schools of emuhaya and vihiga sub-counties

Author: 
Elizabeth Gloria Anindo Wanyama, Enose M W Simatwa and Tony O. Okwach
Subject Area: 
Social Sciences and Humanities
Abstract: 

School administrators are mandated to enhance students’ academic performance by use of instructional supervision, teacher motivation, teaching learning resources and physical facilities. In Emuhaya and Vihiga Sub Counties performance had been below mean grade C+. From the years 2009 to 2013, Emuhaya and Vihiga Sub Counties’ candidates who scored C+ and above were 3535 (26%) and 2104 (15%) respectively lower, compared to neighbouring Hamisi and Sabatia Sub-Counties’ with 3913 (28%) and 4275 (31%) candidates respectively. The contribution of School Administrators to teaching learning resources in enhancement of students academic performance was unknown. The objective of this study was to determine the contribution of Administrators to teaching learning resources in enhancement of students’ academic performance. The study was guided by a Conceptual Framework in which the independent variables were Administrators’ contribution to teaching learning resources and the dependent variable, Students’ Academic Performance. The study found that Administrators’ contribution to teaching Learning Resources was moderate, positive and significant (Adjusted R2 = 0.343) and thus enhanced students’ academic performance by 34.3%. The study concluded that school Administrators’ contribution to Teaching Learning Resources was significant and enhanced students’ academic performance. The study recommended that school administrators should increase their contribution to Teaching -Learning Resources in order to enhance further students’ academic performance.

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