Headteacher’s characteristics influencing instructional supervision in public primary schools in Ruiru sub-county, Kiambu County, Kenya.

Abstract

The purpose of the study was to establish head teachers’ characteristics influencing instructional supervision in public primary schools in Ruiru Sub County of Kiambu County. Specifically the study aimed at determining the extent to which head teacher‘s in service training influence instructional supervision; to establish the extent to which the head teacher’s academic qualifications influence instructional supervision; to find out the extent to which head teacher’s administrative experience influence instructional supervision, and to find out whether head teachers’ gender influence instructional supervision in public primary schools in Ruiru sub county. The study employed descriptive survey design. The target population consisted of thirty public primary schools, thirty head teachers and six hundred teachers. The sample size consisted of nine head teachers and one hundred and eighty teachers from nine public schools. Simple random sampling technique was used to select the schools and the teachers while the head teachers of the sample schools were picked purposively. The study adopted the Path Goal Theory that states that a leader’s behavior is contingent to the satisfaction, motivation, and performance of his or her subordinates. The research instrument were own constructed questionnaires that were administered to the head teachers and the teachers. Data was analyzed using descriptive statistic in form of frequency tables, percentages and charts. The study established that head teachers’ in service training, academic qualifications, and administrative experience influence instructional supervision. The study also established that, head teacher’s gender had no influence on instructional supervision. The study recommended that due to the importance of instructional supervision curriculum developers should incorporate the aspect of instructional supervision in pre service teachers’ training syllabus. KEMI and the MoEST should organize more in service and refreshers courses focusing on instructional supervision to all administrators. The policy makers should stipulate the minimum number of years that the teacher should teach before getting head ship positions. The study concluded that most of the head teachers had high academic and professional qualifications which were important in instructional supervision. On the other hand majority of the head teachers had attended various in-service training courses which were related to instructional supervision. The study recommended more research to be carried out in Ruiru Sub County in order to find out other factors which may influence instructional supervision in public primary schools.