INFLUENCE OF PRINCIPALS SUPPORT FOR TEACHERS' PROFESSIONAL GROWTH ON TEACHERS' PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN KIENI EAST SUB COUNTY.

Education Leadership and management

Support methods used by school administrators are a crucial management function when it comes to motivating human resources with the ultimate objective of accomplishing institutional goals. Teacher performance is a sign of how well a principal's support strategies are working. This study sought to assess the influence principal’s support for teachers' professional growth on teachers' performance in public secondary schools in Kieni East Sub County. The study was anchored under path goal theory by Robert- House. The study target population consisted of 26 principals and 377 teachers who were drawn from the 26 public secondary schools in the Sub-County. The researcher used stratified random sampling to sample the teachers and a purposive sampling to select all the principals. Questionnaires and interviews were utilized as tools for collecting data in this study. A pilot study was conducted, where a sample of 10% of the study sample size was utilized. This helped to establish the validity and reliability of the data collection instruments. The Quantitative data was analyzed using descriptive statistics including frequencies mean, standard deviation and percentages. The Statistical Package for Social Sciences (SPSS) version 27 was utilized in running the analysis. The quantitative data was presented in form of pie charts, bar graphs and tables. On the other hand, qualitative data was analyzed using content analysis and was presented in continuous prose. The quantitative and the qualitative results revealed that principal supervision practices, principal motivation practices, principal professional development practices and principal support of teacher’s welfare affected teacher performance. The study concluded that principals’ support practices affect teachers’ performance in public secondary schools in Kieni East Sub County, Kenya. The study recommended that principals should ensure that they create a friendly environment so that the teachers may have a humble working environment to enhance performance.

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