School Based Factors Influencing Head Teachers´ Instructional Supervision Practices In Public Secondary Schools In Kiambu County, Kenya.

Abstract

The purpose of the study was to investigate school based factors influencing head teachers‟ instructional supervision practices in public secondary schools in Thika East District, Kiambu County, Kenya. The objectives of the study were: to determine the extent to which school workload, staffing levels, teachers´ attitude towards supervision and professional experience influences head teachers´ instructional supervision practices. The study was based on social theory of supervision by John Dawson, (1926). Descriptive survey design was used to carry out the study. The target population was all 20 public secondary schools in Thika East District. The sample consisted of 188 respondents and was made up of 20 head teachers, 87 female teachers and 81 male teachers. Census was used to sample head teachers, purposive sampling was used to sample the schools while stratified proportionate sampling was used to sample the teachers. The data were collected using two sets of questionnaires for head teachers and teachers and were analyzed using descriptive statistics and inferential statistics. ANOVA was used to analyze research question one while T-tests were used to analyze research question two, three and four of this study. The findings were summarized and presented using mean, percentages, frequency distribution tables and graphs. The study established no statistically significant difference between school workload and head teachers´ instructional supervision practices the obtained P-value was 0.36 (P>0.05). The study also established no statistical significant difference between staffing levels and head teachers´ instructional supervision practices. The obtained P-value was 0.25 (P>0.05). Further, the study established no statistical significant difference between teachers´ attitude towards supervision and head teachers´ instructional supervision practices. The obtained P value was 0.53 (P>0.05). Lastly, the study established no statistically significant variations between head teachers´ professional experience and head teachers´ instructional supervision practices. The obtained P value was 0.98 (P>0.05). This study therefore, concludes that: head teachers´ school workload, staffing levels in schools, teachers´ attitude towards supervision and head teachers´ professional experience seem not to influence head teachers´ instructional supervision practices. There could be other factors in play. Based on the sample size the study recommended that, it may be necessary to carry out a similar study with a larger sample size to determine the reasons for the inconsistencies in the findings with previous studies. The study also recommended that head teachers embrace delegation of tasks to other members of staff. The study also recommended that teachers be more sensitized through seminars and workshops on the benefits of instructional supervision in the teaching and learning process. Lastly, the study recommended that Ministry of Education, Science and Technology to ensure that training in school management requisite is adhered to before appointment to headship positions in schools in addition to professional experience and academic qualifications.