| dc.description.abstract | The role played by head teacher' in promoting effectiveness of teaching and learning cannot be underestimated . It is therefore crucial to establish what factors influences the effectiveness of head teachers' in instructional supervision. The purpose of the study was to establish the institutional factors influencing the effectiveness of secondary school head teachers' effectiveness in instructional supervision in Starehe and Kamukunji Districts.
The study sought to deterinine the extent to which school category, school size, head teachers teaching load, personal characteristics and head teachers' exposure to management training influence their effectiveness in instructional supervision. The study was based on supervision theory developed by Robinson who emphasizes on need to observe teachers in class, give them feedback, provide learning and teaching resources, motivate them and ensure they attain professional growth resulting to effective teaching and learning.
Descriptive survey design was used and data was collected from head teachers and teachers to assess their attitudes and opinions regarding instructional supervision.
The study targeted 18 head teachers and 600 teachers. The sample size consisted of 14 head teachers and 100 teacher respondents and the researcher used a questionnaire for both head teachers' and teachers. The questionnaire sort to answer the following research questions; the extent to which school category, size, teaching load of the head teacher, head teachers personal characteristics and managet:nent training influences their effectiveness in instructional supervision. The data was analysed using ANOVA (Analysis of variance) and presented using tables and graphs.
The study established that effectiveness of the head teacher in instructional supervision is influenced by the school category, school size and teaching load. The age and administrative experience of the head teacher influences his effectiveness. On management. training, the study established that training equips head teachers with skills required in supervision. The study concluded that head teachers' need to improve in their supervision especially in classroom observation and give feedback to teachers. as this improves their confidence
and improve curriculum and instruction delivery. The study made recommendation to KESI to train Head of departments and Deputy Head teachers so as assist the head teacher in instructional supervision. Ministry of education also needs to employ more teachers and also ensure head teachers carry out instructional supervision in their schools. | en_US |
