| dc.description.abstract | The purpose of this study was to investigate the role of headteachers instructional supervision on KCPE performance in public primary schools in Dagoretti District. The study aimed at achieving the following specific objectives: to examine the extent to which the headteacher's approval of schemes of work and lessons plans affect KCPE performance in the district, to determine the perception of the teachers on the evaluation or appraisal of the headteachers as an instructional supervisor in primary schools, to identify the headteachers supervisory skills needed for better KCPE performance in primary schools in Dagoretti district and to examine challenges faced by headteachers in instructional supervision which affect KCPE Performances in primary schools. Relevant literature was reviewed that guided and gave a background to an integrate approach to instructional supervision and conceptual frame work were designed. The theoretical framework of the study was based on Robert House path-goal leadership theory of 1971.
Descriptive survey research design was used for the study. The target population was all the twenty two public primary schools in Dagoretti district. A total of 154 respondents were sampled for the study. Simple random sampling technique was used to sample the respondents for the study. Questionnaire was used as instrument for data collection. Data was then analyzed by the use of descriptive statistics and presented as frequency Tables, using statistical package for social science (SPSS) software.
The study found that checking teachers' schemes of work, lesson plans and records of work was used by headteachers was used to a large extent asindicated by majority of the respondents. The study also found that teachers viewed instructional supervision
positively. The majority of the respondents indicated that supervision was of value to them if done well and that it helped them grow professionally. The majority also felt that the headteachers were neither biased nor undemocratic in assessing teachers. Regarding the competency of headteachers, the study found that even though most of them were trained for headship, they still lacked skills in managing different aspects of school management. The study established that the headteacher's competence in motivation and communication was critical in effective appraisal in instructional supervision of teachers in their schools. The study finally found that the major challenges facing in carrying out their instructional supervision were: lack of training, heavy workload, poor relationship between the headteachers and teachers, poor interpretation of subject matter and inadequate resources. The study concluded that that checking teachers' schemes of work, lesson plans and records of work was used by headteachers was used to a large extent. The study also concluded that teachers perceived headteachers to be effective in instructional supervision. The study further concludes that even though the headteachers were competent, much training is required to improve on their competency. The study finally concluded that the major challenge facing headteachers in carrying out their instructional supervision was workload.
The study recommended that pre-service training of primary school teachers should include all aspects of school management and instructional supervrsion to teachers. Similarly head teachers should undergo a professional preparatory training for preparation of school headship. The study recommended that a study be done on the need to for a tailor made professional course for primary school headteachers meant to prepare them adequately for the post of headship. | en |
