INFLUENCE OF PRINCIPALS’ TIME PLANNING STRATEGIES ON ACADEMIC PERFORMANCE AMONG TRAINEES IN PUBLIC PRIMARY TEACHER COLLEGES IN CENTRAL KENYA
Abstract
Purpose of the Study: To assess the influence of principals’ planning strategies on the academic performance of trainees in public primary teacher colleges in Central Kenya.
Statement of the Problem: Time planning strategies which principals adopt play an important role in realization of education objectives in learning institutions. However, in public primary teacher colleges, academic performance in PTE examinations is low.
Methodology: This study adopted mixed methodology and applied concurrent triangulation research design. The target population was 355 respondents which comprised four principals and 351 college tutors from which a sample of 188 respondents was determined using Yamane’s Formula. All the principals in public primary teacher colleges were selected using purposive sampling. However, from each college, 46 college tutors were selected using simple random sampling. This sampling procedure realized a sample of four principals and 184 college tutors. Questionnaires were used to collect quantitative data from college tutors whereas interview guides were used to gather qualitative data from principals. Qualitative data were analyzed thematically based on study objectives and presented in narrative forms. Quantitative data were analyzed descriptively using frequencies and percentages and inferentially using linear regression analysis with the aid of Statistical Package for Social Sciences (SPSS Version 23) and presented using tables and charts.
Findings: The study found that academic performance in PTE in public primary teacher colleges due to time management. The study found that principals plan how time is being managed and utilized in public primary teacher colleges. All public primary teacher colleges have time tables for academic and co-curricular activities. However, principals and tutors face time constraints since they have several activities competing for time and thus, time planning strategies to enable principals and college tutors to control time.
Recommendations: The study recommends that principals should develop time tables giving priorities to instructional or academic activities. The Ministry of Education should formulate a policy to increase time taken to pursue primary teacher education course from two years to three years to allow students to adequately cover the designed curriculum.
Keywords: Time planning strategies, principals, public primary teacher colleges, academic performance.
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