Influence of headteachers’ instructional supervision practices on teachers’ job performance in public primary schools in Lang’ata sub county, Nairobi Kenya
Abstract
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ABSTRACT
The purpose of this study was to investigate the influence of the headteacher‘s
instructional supervision practices on teachers‘ job performance in public primary schools
in Lang‘ata Sub County in Nairobi County. Specifically the study sought to assess
whether the head teachers‘ classroom observation influenced teachers job performance in
public primary schools in Lang‘ata Sub County; to determine the extent to which the
headteachers‘ provision of instructional resources influence teachers‘ job performance in
public primary schools in Lang‘ata sub- county; to establish whether the headteachers‘
checking of teachers professional records influence teachers‘ job performance in public
primary schools in Lang‘ata sub- county and lastly to establish the extent to which
teachers‘ professional development by the headteacher influence teachers‘ job
performance in public primary school in Lang‘ata Sub County. This study employed a
descriptive survey design. The sample comprised of 12 headteacher and 96 teachers. Data
was collected using two types of questionnaires which were distributed to the head
teachers and the teachers respectively and an interview scheduled to the teachers. The
collected data were analyzed quantitatively using frequencies and percentages.
Questionnaire return rate for head teachers was 100 percent and for the teachers was 93.75
percent. The study revealed that 67.6% of teachers‘ job performance was attributed to
combination of the independent factors that related to head teachers‘ instructional
supervision practices (Classroom observation, provision of instructional resources,
checking teachers‘ professional records, teachers‘ professional development and reward
motivation. Further results showed that a one percent (1%) change in classroom
observation practice will lead to 0.488% variation in teachers‘ job performance; also a one
percent (1%) change in provision of instructional resources practice will lead to 0.269%
variation in teachers‘ job performance. Further, a one percent (1%) change in checking
teachers‘ professional records will lead to 0.384% variation in teachers‘ job performance
and lastly a one percent (1%) change in provision of instructional resources will lead to
0.221% variation in teachers‘ job performance. The study concluded that headteachers
who consistently conduct lesson observation and held model teaching sessions with
teachers, significantly influenced teacher performance and hence students‘ performance.
Headteachers‘ frequency of checking teachers‘ records of work gave the headteachers the
opportunity to have a foresight of teachers‘ delivery and pupils‘ needs for early
intervention through in-service or otherwise, thus it significantly influence both teachers
and pupils performance in public primary schools. Allowing and encouraging teachers to
go for further studies by the head teacher impact teachers‘ job performance. The study
recommended that the Ministry of Education emphasizes on the regular monitoring of
professional documents by the headteachers including schemes of work, lesson plans,
lesson notes and class registers and that the headteachers should proceed with focused
instructional supervision by conducting classroom visitation, observation and checking of
teachers‘ professional records in order to enhance pupils‘ academic performance. Further
research would be necessary to identify whether teachers‘ attitude towards headteacher‘s
role in instructional supervision would be the reasons behind the increasing average
performance of schools in KCPE in Lang‘ata Sub-County since this study ruled out the
headteacher supervisory practices as the possible course of the below average
performance.
Publisher
University of Nairobi
Rights
Attribution-NonCommercial-NoDerivs 3.0 United StatesUsage Rights
http://creativecommons.org/licenses/by-nc-nd/3.0/us/Collections
- Faculty of Education (FEd) [5981]
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