Influence of Head Teachers’ instructional supervision practices on pupils’ KCPE performance In public primary schools in Kipipiri District, Kenya
Gichure, James M
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The purpose of this study was to investigate influence of head teachers’ supervision practices on pupils’ KCPE performance in public primary schools in Kipipiri. Five research objective guided the study The study adopted a descriptive survey design to investigate influence of head teacher supervision practices on pupils’ Kenya Certificate of Primary Education performance in Kipipiri district. The sample of the study comprised of 20 headteachers and 22 senior teachers. Data were collected by use of questionnaires and were analysed by use of qualitative and quantitative techniques. Findings on the first research question indicated that head teachers’ marking and approving for use, schemes of work affected pupils performance in KCPE. Findings revealed that head teachers’ checking of teachers’ preparation to teach influenced pupils’ performance in KCPE. Findings indicated that headteachers’ lesson observation affected pupils’ performance in KCPE. Findings on the influence of head teachers’ holding staff meetings influenced pupils’ performance in KCPE. Based on the findings of the study, the following conclusions were arrived at. Headteachers rarely schemes of work approved which affected pupils performance in KCPE. Data shows that a significant number of teachers indicated that their headteachers did not check their schemes of work regularly which could result to teachers not preparing well hence leading to poor performance. The study concluded that headteachers did not supervise various roles in the schools which affected pupils performance. The study also concluded that head teachers’ checking of teachers’ preparation to teach influenced pupils’ performance in KCPE. The data shows that headteachers did not effectively supervise their teachers which could be a cause of poor performance. The study also concluded that headteachers rarely visited teachers in the classrooms to see how they were teaching. They did not hold briefs with teachers after classroom supervision. They rarely discussed with teachers on their teaching methodologies. The data shows that headteachers lack of checking and approving of lesson plans had an effect on pupils’ performance. The study also concluded head teachers’ scrutiny of pupils exercise books marking by teachers influenced pupils’ performance. Headteachers are also supposed to make sure that teachers mark pupils exercise books. It was also concluded that headteachers rarely held staff meetings to discuss pupils’ performance. The study suggested the government should avail the required resources to facilitate supervision by the headteachers. Teachers should cultivate positive perception towards supervision. The headteachers should conduct instructional supervision with an aim of assisting teachers in teaching and learning. The study suggested that since the study was conducted in one district, there is need to conduct a similar study in another district. A study on an investigation on the role of supervision on school policy development and lastly a study on the relationship between head teacher training and its effect on supervision of school.