Influence of head teachers’ instructional supervision practices on pupil’s performance in Kenya certificate of primary education, Kakuma refugee camp schools, Kenya

Abstract

Instructional supervision is basically concerned with supporting and assisting teachers to improve instructions through changing their behaviour. The purpose of this study was to investigate the influence of Head teachers’ instructional supervision practices such as frequent classroom visits, checking of records and provision of teaching and learning resources on pupils’ performance in Kenya Certificate of Primary Education in Kakuma refugee Camp. The study also sought to assess the teachers’ perception on the head teachers’ instructional supervision techniques and the challenges experienced by head teachers in conducting instructional supervision for improved pupils’ performance of KCPE in Kakuma refugee Camp. The study utilized Bruce Biddle’s (1986) Role Theory. The study mostly utilized the descriptive research design. The sample consisted of 20 primary schools, 20 Head teachers and 326 teachers. The instruments for this study were questionnaires for the teachers and interview guide for head teachers. The researcher administered the questionnaires personally to the teachers. The quantitative data from the questionnaires was analyzed using descriptive statistics assisted by Statistical Package for Social Sciences (SPSS). The instruments were checked for validity and reliability during the pilot study and passed the test. The study findings revealed that the Head teachers’ instructional supervision practices influenced pupils’ performance in KCPE through head teachers’ frequent classroom visits, checking of records and provision of teaching and learning resources. On how frequent head teachers’ classroom visits influences pupils’ KCPE performance, majority of the teachers (61%) were of the view that head teachers frequently monitored students’ discipline while all the instructional supervision practices scored generally high means of above 3.73. On how checking of records influences pupils’ KCPE performance, majority of teachers considered that head teachers evaluate teacher’s lesson plan (56.4%) followed by 52.8% noted that head teachers monitor the preparation of school timetable. On how provision of teaching and learning resources influences pupils’ KCPE performance, majority of the teachers (55.5%) revealed that head teachers were democratic leaders who were ready to listen while all the instructional supervision practices related to the provision of teaching and learning resources scored generally high means of above 3.89. The study recommends that head teachers should strive to be role models worth imitation and should exhibit professionalism. School records such as time tables and lesson plans should be well made while schools should be supplied with adequate teaching and learning resources. Teachers should also be assisted to have positive perceptions about head teachers’ instructional supervision techniques. Stakeholders should support government efforts in provision of adequate teaching and learning resources such as teaching aids and learning materials and sponsor training, refresher courses and tours. Parents too should participate actively in pupils’ learning activities to reduce cases of absenteeism. Further studies should be done on other strategies used by head teachers to improve pupils’ performance of KCPE in Kakuma refugee Camp.