Topics: Teacher, Head teacher, Education Pages: 5 (1427 words) Published: December 5, 2013
The factors that could contribute to good/poor performance in any school and specifically in Makini School can be categorized into four: 1. School-based factors
2. Teacher-Based factors
3. Pupil-based factors
4. Community-Based factors

a. Commencement of learning: The time allocated for teaching and learning is a factor influencing pupils’ academic performance. There are three school terms every year with holidays in between in the months of April, August and December. Research has shown that majority of schools start learning after the first week of the school term. This indicates that there is a lot of time wastage before learning begins. Besides,most schools loose many teaching/ learning hours at the beginning of the term. This wastage leads to less work being covered and syllabus not being completed on time hence contributing to poor performance in KCPE examinations. b. Adequacy of Learning Resources: The adequacy and use of teaching and learning materials affects the effectiveness of a teacher’s lesson. Teaching and learning resources enhances understanding of abstract ideas and improves performance. Adequate learning resources like text books,improvised weather instruments,relevant child friendly library books, wall maps and the exercise books are of paramount importance. This makes learning easier of subjects like Social Studies very abstract to the pupils. Further still,it has been proven that school facilities have a direct effect on teaching and learning. Text books enable the pupils to follow the teacher’s sequence of presentation and aids in understanding of lessons. c. School Administration :The quality of school administration plays a vital role in academic performance as it is concerned with pupils, teachers, rules, regulations and policies that govern the school system. In analyzing the efficiency of school administration, the following aspects ought to be considered: Frequency of staff meetings

Frequency of checking teachers’ schemes of work and lesson plans Adequacy of teachers’ prior preparation
Frequency of class observation by the head teacher.
Few staff meetings may lead to less co-ordination of curriculum implementation. This can lead to less monitoring and reporting of the progress of the schools activities to the teachers . Frequency of Checking Teachers’ Schemes of work: The responsibility of checking the professional documents like teachers’ schemes of work and lesson plans lies in the hands of the head teacher. This may be done in person or he may delegate to the deputy head teacher or the senior teacher. Preparation and use of schemes of work by the teachers enhances sequential teaching and results to improved achievement. Checking of teachers schemes of work should be done frequently to allow the head teacher monitor curriculum implementation. Frequency of Checking the Teachers' Lessons Plans :Teachers’ lesson plan is a professional document prepared by teachers for the purpose of presentation of a lesson. The teacher indicates whether the lesson has been taught and objectives achieved; if the lesson is not taught, then the teacher indicates the reason why and when he intends to cover it; if the lesson objectives are not achieved, the teacher plans for remedial lesson in order to make the concept understood by the pupils. Head teachers should monitor lesson plan preparation frequently; otherwise it may lead to poor performance. Adequacy of Teachers’ Prior Preparation: Adequate prior preparation before a teacher goes to class leads to good performance by the pupils. This promotes sequential presentation of concepts by the teacher to the learners. Always, prior preparation by the teachers leads to systematic delivery of concepts to pupils and enhances performance. Observation of Classes by Head teachers: One of the roles of the head teacher is to carry out internal supervision of curriculum...

References: 1.Eshiwani, G. S. (1983). Factors Influencing Performance among Primary and Secondary School Pupils in Western Kenya Province. A policy study. Bureau of Educational Research, Kenyatta University.
2.Maiyo. J. A. & Ashioya, L. A. (2009). Poverty Alleviation: The Educational Planning Perspective. Department of Educational Planning and Management, Masinde Muliro University of Science and Technology.
3.Michael, K. Miguel, E. & Rebecca, T. (2004). Incentives to Learn, BREAD working paper Number 086, Bureau for Research and Economic Analysis of Development.
4.U.S.A. Ngugi, P. (4th January, 2007). “400,000 Assured of Places …”. In the Daily Nation. Nairobi: Nation Media Group Ltd.
5.Schneider, M. (2003). Do School Facilities Affect Academic Outcomes?
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