Influence of headteachers’ instructional supervision practices on teachers’ job performance in public primary schools in Lang’ata sub county, Nairobi Kenya
xii 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.
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