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.
Publisher
University of Nairobi
Description
Master of Education in Educational Administration
Collections
- Faculty of Education (FEd) [6011]