Copyright @ 2017: This is an open-access article distributed under the terms of the Creative Commons Attribution license which permits unrestricted use, distribution and reproduction in any medium for non commercial use (NonCommercial, or CC-BY-NC) provided the original author and source are credited. 492 Journal of Advances in Education and Philosophy A Publication by “Scholars Middle East Publishers”, Dubai, United Arab Emirates Relationship between Provision of Teaching Resources and Performance of Instructional Roles in Secondary Schools in Nandi East Sub-County, Kenya Kosgei Kipruto Pius * , Frederick B. J. A. Ngala, Henry Kiptiony Kiplangat School of Education, Kabarak University, Kenya *Corresponding author Kosgei Kipruto Pius Article History Received: 13.10.2018 Accepted: 26.10.2018 Published: 30.10.2018 Abstract: The study objective was to establish Relationship between Provision of Classroom Teaching Resources and teachers’ performance of instructional roles in secondary schools in Nandi East Sub-County, Kenya. The study adopted correlational research design. Data collection tool was teachers’ questionnaire. Reliability of the instrument was tested using test re-test method. It was validated by experts. The target population was secondary school teachers while the accessible population was the 192 teachers teaching in the 30 secondary schools in Nandi East Sub-County. The study used proportionate sampling to categorize respondents into female and male teachers, boarding and day schools. Proportionate sampling was used to apportion respondents from various schools. Simple random sampling technique was used to sample the actual respondents. The Sample size was 127 teachers in the 30 sampled schools determined by using Krejcie and Morgan table of Sample size determination. The study established that there was a positive and a statistically significant relationship between provision of classroom teaching resources and performance of instructional roles. It was concluded that teachers in most of the schools were ineffective in preparing curriculum support materials, supervising students as they study, explaining concepts in class, and in using audio-visual equipment during lesson delivery. It was further established that majority of the schools had not provided ICT resources for use by teachers in performance of instructional roles. Similarly, provision of laboratory chemicals to be used during teaching of practical subjects was found to be insufficiently provided. The researcher recommends that teachers should be provided with necessary, relevant and adequate teaching and learning resources to be used during performance of instructional roles. Additionally, Teachers Service Commission (TSC) of Kenya to urgently implement Teacher Professional Development programs to address the weaknesses of teachers’ inability to explain concepts in class and encourage them to use ICT resources in teaching and evaluation. Keywords: Provision of teaching Resources, Teachers’ Instructional Role. INTRODUCTION Provision of teaching resources in education is central to achievement of the goals of education. There have been numerous complaints by various stakeholders on teachers’ performance of their instructional roles. This study therefore sought to investigate relationship between provision of teaching resources and performance of instructional roles in secondary schools in Nandi East Sub County, Kenya. The study sought to address the problem of poor performance of teachers’ instructional roles as reflected in national KCSE exams. Provision of teaching resources to enable teachers to perform their roles is an important management function used in running successful educational institutions [1]. The Management Boards of educational institutions in Germany and other jurisdictions play a critical role in provision of teaching resources, which may be required for teaching and learning [2]. Moreover, Van [3], argues that school managements in USA formulate and implement policies, which ensure that teachers perform their instructional roles uninterrupted by insufficient provision of teaching and learning resources. In China, Arijit [4] reports that Boards of Management of schools account for how they provide teachers with instructional resources and how this influences performance of instructional roles in the schools under which they have been appointed. Such roles among others include teachers’ performance of classroom instruction. In South Africa, Kyahurwa [5] posits that school governing bodies face challenges in monitoring of teachers performance of instructional roles. This suggests that some School Governing Boards lack ISSN 2523-2665 (Print) ISSN 2523-2223 (Online)