Teachers' Perception of the Impact of Selected Factors on Performance of Instructional Tasks in Secondaty Schools in Ganze Sub-County, Kenya

Abstract

Abstract Due to the persistent poor performance in Ganze Sub-County, this study aimed to examine teachers‘ perceptions of the impact of selected factors on the performance of instructional tasks in secondary schools in Ganze Sub-County, Kenya. The objectives of the study were to assess teachers' perceptions of the relationships between socio economic factors, decentralization, environmental factors, the availability of ICT resources, and their performance of instructional tasks in secondary schools in Ganze Sub-County, Kenya. This study was guided by Instructional Leadership theory. A descriptive survey design was used. Closed-ended questionnaires and interview schedules were used to collect data from the respondents. The target population was 249 teachers and 21 principals. Stratified and proportionate sampling techniques were employed to determine the number of teachers participating in the study from each school, and simple random sampling was used to select the actual participants. The study's final sample size consisted of 170 teachers and 21 principals. Piloting was carried out in two schools. The quantitative data were analyzed using SPSS, while the qualitative data were analyzed using thematic analysis. Research instruments were evaluated for content validity, and reliability was established using the test-retest method. The instrument yielded a reliability coefficient of 0.924. The results were then presented in tables and direct textual reporting. The study found that 65.8% of the teachers agreed or strongly agreed that socio-economic conditions impacted their ability to carry out instructional tasks. Additionally, 73.4% agreed or strongly agreed that delocalization disrupted their work, while 91.0% agreed or strongly agreed that environmental conditions affected how they performed their tasks. Furthermore, 72.3% agreed and strongly agreed that the availability of ICT resources played a significant role in shaping their performance. The study informs policymakers on interventions to address teachers' performance. The study urges school leaders to support teachers with resources, fair placement, and real-world challenges, so that every student receives a quality education.