Influence Of Head Teachers’ Instructional Supervision Practices On Pupils’ Performance At Kenya Certificate Of Primary Education In Mwatate Sub-County, Taita Taveta County

Abstract

The purpose of the study was to investigate the influence of head teacher’s instructional supervision practices on KCPE performance at public primary schools Mwatate Sub County, Taita Taveta County, Kenya. The study was guided by four specific objectives which were: to assess the extent to which head teachers class room visits influence pupil’s performance in KCPE, to establish the extent to which professional records checks by the head teacher influence pupil’s performance in KCPE, to examine the extent to which head teachers post conference discussions influence pupil’s performance in KCPE, and to determine the extent to which head teacher supervision on syllabus coverage influences pupil’s performance in KCPE. The study adopted the descriptive survey design method to collect information. Purposive sampling technique and simple random sampling technique were used for the study; whereby the head teachers were selected purposively, given their strategic positions in the management of the schools, while teachers were selected using simple random sampling technique. A study sample of 84 respondents was used in the study. Data collected was both quantitative and qualitative and it was analyzed by descriptive analysis and content analysis. The descriptive statistical tools helped in describing the data and determining the extent used. Data analysis used SPSS to generate quantitative reports through tabulations and bar graphs. Tables were used to present responses and facilitate comparison. Tabulation for each questionnaire depending on the responses of the study units was made. From the study a majority of the head teachers do not sit in class as teaching process goes on, they do not check teachers’ records of work and check pupils’ exercise books. Teaching and learning resources were inadequate for effective learning. Teachers are to be encouraged to prepare records of work and other professional documents to have effective teaching. Head teachers indicated that they had not under gone any training before appointment. Head teachers have a heavy workload hence they never get to supervise pupils work or have classroom visitations. From the study, it is recommended that head teachers should be provided with inservice courses on instructional supervision which is a prerequisite for academic performance. Head teachers should involve teachers in their instructional supervision which would enhance participation and hence better academic performance thus promoting good relations between head teachers and teachers. The government needs to ensure that head teachers are trained and well prepared for their role as supervisors. The training institutes need to ensure that the teachers get to be familiar with the practice of supervision and changer their attitude towards it. Instructional supervision should be planned for and welcomed by teachers as it is not meant to be fault finding so as to change the attitude of teachers towards the process. An in-depth study using different methodology could be carried out to establish the actual performance of the supervisors during class visits and the teachers' reactions to the procedures. Similar studies can also be conducted in other areas so as to make the findings more generalized.