| dc.description.abstract | The purpose of the study was to establish the influence of head teacher's instructional supervision on performance in Kenya Certificate of Primary education, Mathioya district, Kenya. The performance was measured by the mean scores achieved in Kenya Certificate of Primary Education examinations. The study also sought to determine the challenges faced by the head teachers in instructional supervision in Mathioya district. The study also sought to investigate the perception of the teachers towards the head teachers' instructional supervision and the Kenya Certificate of Primary Education performance. Five research questions were formulated which guided the study.
The study used survey design. The target population was 57 head teachers and 519 teachers in the district. From this, a sample consisting of 20 headteachers and 185 teachers was drawn making 35% of the population. The findings revealed that most head teachers assessed the teachers monthly and few assessed them once per term. Further there was found a significant correlation between the frequency of instructional supervision and KCPE performance of 0.59.
The findings on the head teachers' preparedness for instructional supervisions revealed that most of the head teachers were diploma and bachelor of education holders which indicates that they are professionally qualified for their work. The findings also indicated the most qualified teachers in the schools are Bachelor of Education holders and Approved Teachers (AT).
Majority of the head teachers have attended in-service courses in financial management and primary school management (PRISM). Majority of the teachers perceived the headteachers as motivators who are able to influence others. Most of the teachers' relationship with the headteachers is good (3) on the scale 1 to 4 while the headteachers' relationship with the teachers is average (2) on the same scale.
The challenges faced by the head teachers in instructional supervision include lack of enough manpower, technological changes, inadequate time for supervision and teaching duties, negative perception by some teachers, inadequate parental responsibility and low salary among others. Teachers faced the problem of large classes, low motivation to learning by pupils, poor parental relationship, language of instruction and family problems among the pupils. | en_US |
