dc.description.abstract | The study sough to investigate how the external supervisors' practices influence
teachers' attitudes towards instructional supervision in Kiambu Municipality. The
study focused on four objectives: to determine the extent to which quality
assurance and standards officers' collaborative supervision influences teachers'
attitudes towards instructional supervision, to examine the influence of quality
assurance and standard officers mentoring practices on teachers attitude towards
instructional supervision, to determine fault findings practices by quality
assurance and standards officers on teachers' attitudes towards instructional
supervision and to establish the extent to which victimization by quality assurance
and standard of officers influences teachers attitude towards instructional
supervision. The finding of this study may significantly benefit teachers training
colleges, QASO and ministry of education personals involved in decision making
and formulating policies on supervision
The study was conducted using descriptive survey research. The population in this
study was 64 teachers and 12 head teachers in public schools in Kiambu
municipality. Stratified random sampling was used to select teachers to take part in
the study. The study used two sets of questionnaires to collect the data from both
the head teacher and teachers. The supervisor provided the expertise to determine
the validity of the study and the reliability was determined by using split half
technique which was 0.88
The findings showed that Quality assurance and standard officers' collaborative
supervision affect teachers' attitude towards instructional supervision positively
because they plan in advance on the date to carry out supervision. Mentoring
supervision influence teachers attitude positively because QASOs guide teachers
on bow to transmits positive reinforcement with the aim of encouraging people to
excel and helping teachers with skills on how to effective classroom managers.
However, fault finding and victimization practices influences teachers attitude
negatively because teachers feel harassed when they are found unprepared and this
makes the teacher to dislike the instructional supervision exercise.
The finding of the study recommend prior arrangement of visits before visiting
schools, objective intervention during the instructional supervision, objectivity of
reports and educating both teachers and the instructional officers on their roles in
the supervision process. QASOs should also be trained on the instructional
supervision activity, the procedure, interpersonal relations with teachers, report
writing among other critical aspects of the process. | en_US |