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All Journal International Journal of Evaluation and Research in Education (IJERE)
Obura, Elizabeth Atieno
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Education

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Teachers’ perceptions towards principals’ instructional supervisory role in selected secondary schools Kinyua, Bessy Kageni; Obura, Elizabeth Atieno; Masinde, Johnson Mulongo
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 5: October 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i5.34063

Abstract

Effective instructional supervision plays a crucial role in enhancing teaching quality and student learning. However, teachers’ perceptions towards supervision vary, some view it as supportive while others see it as fault-finding. This study examines teachers’ perceptions towards principals’ instructional supervisory practices to identify areas of improvement. The Administrative theory of supervision and a concurrent triangulation mixed approach guided the study. Purposive and simple random sampling were utilized to sample 127 teachers and 10 principals. A survey and an interview guide were employed to gather data which was analyzed using descriptive and inferential statistics. An independent sample t-test and one-way analysis of variance (ANOVA) were utilized to test the mean differences in teachers’ perceptions. Findings indicate that while most teachers recognize supervision as beneficial for professional development, a significant number perceive supervision as authoritarian. The results unveiled that teachers’ gender, age and education qualification did not significantly influence their perceptions [t(98)=1.468, p>0.05, F(4, 95)=0.556, and F(4, 95)=0.174, p>0.05]. The study concludes that fostering a positive supervisory environment can enhance teachers’ confidence, improve instructional strategies, and ultimately lead to better student outcomes.
Interpersonal conflicts as a predictor of academic performance among secondary school students Cherono, Abigael; Muriithi, Ciriaka Gitonga; Obura, Elizabeth Atieno
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.33799

Abstract

There is a global concern about promoting peaceful coexistence in school learning environments. Interpersonal conflicts in schools can lead to academic difficulties and violent interactions among the students. The academic performance among students in Embu East Sub-County has not been satisfactory and has become an issue of concern. The study conducted a quantitative correlational study to determine the relationship between interpersonal conflicts and students’ academic performance. A correlational research design was used, involving a sample of 357 form 2 students sampled through simple random sampling. Data were collected using the interpersonal conflict questionnaire and document analysis. The items in the questionnaire yielded a Cronbach’s alpha coefficient value of 0.759. Data were analyzed using inferential statistics, including Pearson’s correlation and simple linear regression analysis. The findings revealed a weak negative and statistically significant relationship between interpersonal conflicts and academic performance among the students (β=-0.152**, p=0.008). The study concludes that interpersonal conflict engagement among students leads to poor academic performance. Therefore, schools should prioritize integrating programs that build interpersonal and social skills among students to improve interpersonal relationships and academic performance.
Impact of competency-based teacher education on mathematical conceptual understanding in Kenyan teacher training colleges Ngicho, Dickens Okach; Nyaga, Milcah Njoki; Obura, Elizabeth Atieno
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i2.38353

Abstract

Pre-service teachers of mathematics must be systematically prepared as effective teachers through structured instruction that targets conceptual understanding and enables them to develop the competencies needed to address real-world problems. This paper reports the findings from a study aimed at assessing the impact of competency-based teacher education (CBTE) on mathematical conceptual understanding among pre-service teachers in Kenyan teacher training colleges (TTCs). The study was guided by scientific management and constructivist theories, emphasizing structured instructional planning and learner-centered facilitation. A mixed-methods research design was employed to collect data from 371 pre-service teachers using questionnaires and interviews. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were analyzed thematically. The study revealed a significant positive association between CBTE variables and pre-service teachers’ mathematics conceptual understanding (Spearman’s rho(371)=0.198, p˂0.05). Further, regression analysis indicated that CBTE instructional practices significantly predicted pre-service teachers’ conceptual understanding (F(7,363)=7.791, p˂0.05), accounting for 13.1% of the variance. Qualitative findings corroborated these results, showing that learner-centered and technology-supported instruction enhances conceptual understanding. The findings suggest that holistic and coherent CBTE implementation can enhance trainees’ understanding of mathematics concepts.
Co-Authors Cherono, Abigael Kinyua, Bessy Kageni Masinde, Johnson Mulongo Muriithi, Ciriaka Gitonga Ngicho, Dickens Okach Nyaga, Milcah Njoki