Factors influencing principals’ instructional Supervision practices in community initiated Secondary schools in Mwingi Central district, Kenya
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Date
2013Author
Kilonzo, Justicah Mwikali
Type
ThesisLanguage
enMetadata
Show full item recordAbstract
The study assessed the institutional and individual factor influencing
principals instructional supervision practices in community initiated
secondary schools in Mwingi Central District Kenya. It sought to establish the
influence of principals’ exposure to pre-service, in-service training, advice
from the Ministry of Education quality and standards assurance officers, on
influences the principal’s instructional supervision practices ,to analyse the
influence of principals’ teaching load on their instructional supervision
practices in community initiated secondary school in Mwingi Central District.
This study may help abate the challenges faced by principals in their
instructional supervision practices. Principals may gain knowledge, facts and
strategies that are required for effective and efficient instructional supervision
practices. The research design used in the study was descriptive survey
design. The sample consisted of 30 principals and 152 teachers. The
respondents and the researcher used questionnaires for class teachers and
interview schedule for principal. The sampling unit was Mwingi District to
select the teachers’ Krejcie and Morgan table was used and all the 30 principal
we sampled. The data was analyzed using statistical packages for social
sciences. The study findings were that principals’ pre-service trainings, inservice
training, advice from ministry of education quality and standard
officers and principals’ teaching load influence the principal instructional
supervision The research made recommendation; that principals’ needs preservices
training, advice from Quality Assurance and Standard Officer and
reduce work load in order to improve the instructional supervision .As far as
the influence of principals’ exposure to pre-service on instructional
supervision practices in community initiated secondary schools in Mwingi
Central District. Most of the principal had attained pre-service training On
interviewing school principals on how they have been trained to carry out
instruction supervision practices the study interprets that they were trained
during the in-serving training programmes through KEMI and other
principals’ conferences e.g. the annual conferences for principals where they
learn experiences from each other. As far as the advice from the Ministry of
Education Quality Assurance and Standards Officers influence the principal’s
instructional supervision practices in community initiated secondary schools
in Mwingi Central District. The study interprets that they do not receive much
support from Quality Assurance and Standards officers from the Ministry of
Education officials on principals’ instructional supervision practices. The
study further sought to determine the influence of teaching load on principals
instructional supervision practices. The study interprets that their principals
teach some lessons in their schools. This can be interpreted to mean that in
order for the principals to carry on instructional supervision practices
effectively, they should also show example by allocating themselves lessons
to teach and that this teaching work load influences their supervision practice
roles as the little time they have for supervision roles is normally spent in
class teaching.
Citation
A Research Project Submitted in Partial Fulfillment of the Requirements for the Award of Master of Education in Educational AdministrationPublisher
Educational Administration and Planning, University of Nairobi
Collections
- Faculty of Education (FEd) [5964]