Examining the Influence of Checking Pedagogic Documents on Teachers’ Pedagogical Practices in Homabay County, Kenya

Abstract

This study investigated the influence of checking pedagogic documents on teachers’ pedagogical practices in public primary schools in Homabay County, Kenya. Despite the acknowledged importance of pedagogic documents such as schemes of work, lesson plans, and records of work in guiding curriculum delivery, their systematic use and monitoring remain inconsistent. The study adopted a descriptive survey design complemented by qualitative inquiry to capture both quantitative trends and experiential perspectives. A sample of head teachers, teachers, and Quality Assurance and Standards Officers (QASOs) was selected using stratified random and purposive sampling techniques. Data were collected through structured questionnaires and semi-structured interviews, with validity and reliability ensured through expert review, pre-testing, and test–retest methods (r ≥ 0.75). Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were thematically examined. Findings revealed that while a majority of head teachers regularly checked schemes of work, there were significant gaps in the preparation and submission of lesson plans and records of work by teachers. Teachers reported that the preparation and checking of pedagogic documents enhanced lesson planning, timely syllabus coverage, and the use of appropriate instructional strategies. However, inadequate time, heavy teaching workloads, and competing responsibilities of head teachers constrained the effectiveness of this practice. Regression analysis indicated a significant relationship between document-checking practices and improvements in pedagogical practices, particularly in lesson preparation and classroom delivery. The study concludes that systematic and supportive checking of pedagogic documents positively influences teachers’ pedagogical practices. However, inconsistent implementation weakens its potential impact. It is recommended that school leadership institutionalize structured document-checking frameworks, provide targeted training, and create a supportive supervisory culture to strengthen teaching quality and improve learning outcomes.