Effect of Achieved Key Performance Indicators in Curriculum and Instruction on Internal Efficiency in Public Secondary Schools in Kisumu and Uasin Gishu Counties, Kenya

Abstract

The purpose of this study was to establish the effect of achieved key performance indicators in curriculum and instruction on internal efficiency regarding promotion and retention rates. The convergent parallel mixed-methods design was adopted in the study. A sample size of 342 consisting of 57 principals, 57 PA chairpersons; and 228 teachers for quantitative strand and a further 54 respondents consisting of 9 principals, 9 PA chairpersons and 36 teachers for qualitative strand. Questionnaires, interview schedule, document analysis and observation schedule were used to collect data. The study established that achieved key performance indicators in curriculum and instruction was moderate and had more influence on grade promotion rate than on retention rate hence moderate influence on internal efficiency. It was concluded that achieved key performance indicators has positive high influence on internal efficiency in public secondary schools. The study recommends that The Ministry of Education should increase resources for achievement of key performance indicators in curriculum and instruction.

Keywords: Achieved key performance indicators, curriculum and instruction, grade promotion rate, retention rate, Internal Efficiency, public secondary schools, Kenya.

DOI: 10.7176/RHSS/12-4-03

Publication date: February 28^th 2022