Influence of Head Teachers’ Instructional Supervision Practices on Pupils’ Performance at Kenya Certificate of Primary Educationin Rachuonyo North Sub-county, Kenya

Abstract

Instructional supervision is also concerned with cultivating good working personal relationships so that they all work towards a more efficient achievement of the task’s goal This study investigated the influence of head teachers’ instructional supervision practices on KCPE performance in public primary schools in Rachuonyo North Sub-County, Homabay County.The four objectives that guided the study were:Checking professional documents, Classroom observation, Syllabus coverage, and Provision of teaching learning resources. The review of the related literature was discussed with regard to the study variables on the Influence of Head teachers Instructional Supervision Practices on KCPE Performance. The study was based on systems theory. The study adopted descriptive survey research design. This study targeted all the 113 public primary and 113 head teachers in Mbita Sub County. The 113 public primary schools are distributed into Sub-counties, Mbita west 20, Mfangano 25, Rusinga 22, Lambwe 27, and Mbita East 18. The sample size was 132 and comprised of the 25 head teachers and, 107 teachers. Data collection tools were questionnaires for the head teachers and teachers in the 113 primary schools. The instrument reliability was determined through test-retest method. Validity was ensured through discussion with the experts including supervisors and colleagues. Data collected was analyzed using descriptive statistics by using Statistical Package for Social Sciences (SPSS) version 23.0 in the analysis process. The findings were presented in frequency distribution and percentages in form of tables. The study found that head teachers do not sit in class as teaching/ learning is going on since the workload was too much, they also do not give feedback after classroom observation. All the head teachers 16 (64%) indicated that the head teachers scrutinize professional records in the school monthly. Head teachers 12(48%) perform classroom observations once per term. The study concluded that instructional supervision enables the teachers to take up instructions and improve on their teaching methodology. Classrooms sessions observation by the head teachers are significant in identification of weakness and strength of teachers regarding improving academic performance in the school. Syllabus coverage supervision is integral in ensuring effective process of learning. Therefore, the responsibility of ensuring that syllabus is covered rests on the school administration. The study recommended that head teachers should be provided with in service courses on instructional supervision which is a prerequisite for academic performance. Teachers career development should be sanitized through instructional supervision; this will provide guidance on low teachers perform their duties. This study is significant to the Ministry of Education, teacher training institutions, and County Education Boards who are involved in policy formulation and development of capacity building training modules on instructional supervision.