DOI: 10.36347/sjahss.2015.v03i08.016

Pages: 1384-1390

This study sought to determine teachers’ perception of actions taken by principals in defining their schools’ instructional mission and goals in public secondary schools in Baringo County. It was guided by four objective which were to determine teachers’ perception of how principals: frame their schools’ instructional and goals, communicate their schools’ instructional goals, and find if there is statistically significant difference in teachers’ perception of principals’ definition of their schools’ instructional mission and goals between extra County and County public secondary schools, and relationship between teachers’ perception on principals’ definition of instructional mission and goals and students’ academic achievement at KCSE examination in Baringo County. The study adopted a survey research design and employed mixed methods of inquiry in a concurrent procedure. A structured teacher response questionnaire and unstructured interview guide were used to collect data from the teachers, principals and their deputies respectively. The study revealed that principals formulated schools’ instructional mission and goals in collaboration with teachers, parents and other stakeholders, and communicated them to their schools’ constituents during various school forums. There was no significant difference in teachers’ perception of principals’ definition of schools’ instructional goals between extra County and County public secondary schools (t (251) =1.136, p>.05). However, there was a significant difference among low performing, average and high Performing secondary schools (F (2,250) =3.661, p<.05). There was a strong statistically significant relationship ( r (251)= .177**, p˂.05) between teachers’ perception of principals’ definition of instructional mission and goals and students’ academic achievement at KCSE examination in Baringo County.