DOI: 10.36347/sjahss.2016.v04i07.004

Pages: 766-773

This study intended to establish teachers’ perception of how principals manage instructional programs in public secondary schools in Baringo County. It adopted a survey research design and employed mixed methods of inquiry in a concurrent procedure. It collected data from a sample of 48 public secondary schools, 12 principals and their deputies, and 253 teachers using a structured questionnaire and unstructured interview guide. Descriptive and inferential statistics were calculated and presented on tables; and qualitative data infused in their discussions. From the findings, principals coordinated more than they supervised, and evaluated instruction and monitored students’ progress in their schools; there was no significant difference in principals’ management of instructional programs between Extra County and County secondary schools (t (251) =.917, p>.05) and among high, average and low performing public secondary schools (F (2,250) = 1.524, p> .05) respectively. However, there was statistically significant relationship (r (251) =.123**, p˂.05) between principals’ management of instructional programs and students’ academic achievement.