Influence Of Headteachers’ Instructional Supervision Practices On Pupils’ Academic Performance In Public Primary Schools In Thika West Sub-County, Kenya

Abstract

The dynamic nature of the world today makes it almost incredible for any individual of either gender or preferred leadership style to have all the insight, knowledge or power to realize success. The old form of headteachers’ instructional supervision practices that gave power and a title to one or to a small number of individuals is quickly becoming dysfunctional. Thus, this study sought to investigate the influence of headteachers’ instructional supervision on pupils’ academic performance in public primary schools in Thika West Sub-county. The objective of this study was to establish the influence of headteachers’ classroom lesson observation, headteachers’ engagement in conferences with teachers, headteachers’ evaluation of teachers’ lesson plans, headteachers’ evaluation of teachers’ records of work, and influence of syllabus coverage on pupils’ academic performance in Thika West Sub-county. The reviewed literature related to concept of instructional supervision, classroom visitation, evaluation of record of work, headteachers’ holding conferences with teacher, evaluation of pupils’ exercise books, and evaluation of teachers’ lesson preparation. The study employed a descriptive survey design to target 329 teachers and 27 headteachers from 27 public primary schools in Thika West Sub-County. Simple random sampling method was used to select 15 schools. All headteachers from selected schools were involved in the study. Simple random sampling method was used to select four teachers from each school to come up with a total of 60 teachers. This study employed questionnaires as data collection instruments. There were two sets of questionnaires used to collect data from headteachers and teachers. The questionnaire for head teachers was used to collect data from headteacher on the supervision activities. The questionnaire for teachers was used to collect data relating to supervisory practices used by headteachers. Both qualitative and quantitative techniques were used to analyse the data obtained. The process of data analysis required the use of a computer spreadsheet, and for this reason the Statistical Package for Social Sciences (SPSS) was used. The study findings indicate that headteachers’ engagement in conferences with teachers positively influences pupils’ academic performance. The study findings indicate that headteachers’ evaluation of teachers’ lesson plans affects pupils’ academic performance. The study finding also indicated that syllabus coverage positively influences pupils’ academic performance. It is recommended for the ministry of education to increase budgetary allocation to public primary schools in Thika West Sub-county to help schools acquire materials and equipment’s required in preparation of lesson plans and records of work. It is also recommended for the ministry of education in the county to increase financial support to public primary schools in Thika West Sub-county to ensure headteachers get adequate facilities required in undertaking supervision practices