HEADTEACHERS MANAGEMENT PRACTICES AND LEARNERS’ ACADEMIC PERFORMANCE IN PUBLIC PRIMARY SCHOOLS IN WEST POKOT COUNTY, KENYA

Abstract

The management practices of headteachers are vital tools for improving school performance, addressing emerging challenges, and enhancing learners’ long-term academic performance. This study analyzed the influence of Headteachers’ management practices on learners’ academic performance in public primary schools in West Pokot County, Kenya. Specifically, the study examined planning, organizing, staffing, directing, and controlling management practices on learners’ academic performance, and the moderating role of Headteachers’ demographic characteristics on this relationship. The study was guided by theories of education and leadership and adopted a cross-sectional survey research design using a mixed-methods approach. The target population comprised 320 Headteachers, 1,280 subject heads of departments, 1,920 class eight pupils, four Teachers Service Commission (TSC), Sub-County Directors of Education (SCDEs), and one Quality Assurance and Standards Officer (QUASO). A sample of 32 schools was selected using Roscoe’s (1975) “Rule of Thumb” guideline, representing at least 10% of the population. The sample included 32 headteachers, 128 subject heads of departments, four SCDEs, one QUASO, and 192 class eight pupils, all selected purposively. Data were collected using questionnaires, interview guides, document analysis, and school observation checklists. Instrument validity was ensured through face and content validation, while reliability was tested using the test–retest method, yielding a coefficient of r = 0.7. Quantitative data were analyzed descriptively (means, percentages, standard deviations) and inferentially using correlations, simple linear regression, multiple linear regression, moderation analysis with PROCESS Macro. Inferences were made at a 0.05 significance level (two tailed test). Findings revealed that headteachers’ management practices had a significant and positive effect on learners’ academic performance (F = 55.301, p < 0.05). Furthermore, headteachers’ demographic characteristics significantly moderated this relationship (β = 0.0532, p = 0.000). Specifically, headteachers’ experience significantly moderated the relationship between controlling (β = 17.86, p < 0.05) and staffing (β = 14.03, p < 0.05) practices and pupils’ academic performance. The study concluded the study affirms that Headteachers’ management practices – enhanced by leadership experience – constitute a vital lever for improving learners’ academic performance in West Pokot County. Strengthening leadership capacity through training, mentorship, and supportive policy frameworks will foster sustainable academic excellence and equity in Kenya’s public primary education system especially in schools in marginalized areas.