Academic Achievement of Students in Kenya's Public Secondary Schools: The Effects of Teacher Time Management and Class Attendance

Abstract

Almost all firms use performance appraisal as one of the strategic tools in human resource management to get a competitive edge. Every employee's performance is identified, measured, and evaluated during this procedure. One of the fundamental instruments that encourages employees to be highly productive and engaged at work is the Teacher Performance Appraisal Development (TPAD). The system of teacher performance appraisal is intended to increase student learning outcomes by positively influencing teachers' professional growth if it is properly developed and put into practice. In general, many schools, particularly those in West Pokot Sub County's rural areas, have performed poorly. The study was designed to investigate teachers’time management and lesson attendance on students’ academic achievement in public secondary schools. A descriptive survey research design was used in the study. The target population was 43 public secondary schools, which had 12900 pupils, 86 Quality Assurance and Standard Officers, 43 principals, 43 deputy Principals, and 860 teachers. The Yamane formula was used to determine the sample size of 388. Sample size is the number of participants included in a study. Interviews, interview schedules, and questionnaires were all used as data gathering tools. A pilot study was conducted to evaluate the validity and reliability of the research instruments used to measure accuracy, consistency, and the degree to which differences in measurement results accurately represented differences between respondents. Additionally, important was the Cronbach alpha. Data analysis benefited from the use of the statistical package for social sciences version 27. The significant levels of one variable were transferred to the other with the use of the multiple regression analysis. Each variable's correlation coefficient was calculated after an Analysis of Variance (ANOVA) test. The study found that student performance on the Kenya Certificate of Secondary Education (KCSE) is favourably and significantly influenced by teacher time management and lesson attendance.