Teachers' perceptions of headteachers' supervisory practices on performance of their duty in public primary schools in Nakuru North district, Kenya

Abstract

The purpose of this study was to establish teachers' perceptions of head teachers' supervisory practices on performance of duty in public primary schools in Nakuru North district. The objectives of the study were; to establish how the head teachers classroom observation affect teachers' perceptions in the classroom teaching, to assess how the head teachers checking of pupils books influence teachers' preparation of lesson notes and administration of regular class assignments, to determine how endorsing of teachers' professional records by the head teachers influence their preparation of schemes of work, lesson plans and keeping of records of work and to examine how head teachers' assignment of duties to teachers affect their formation of team work.

The research design employed was descriptive survey. A total of 20 head teachers were purposively sampled while 94 teachers who were randomly selected participated in the study. The instruments used were self administered questionnaires. Validity of the instrument was determined through a pilot study whereas reliability was established using test re-test technique and a value of 0.86 for headteacher and 0.81 for teachers were obtained. Data collection was carried out after permit was issued after which the researcher got clearance from the District Education Office, Nakuru North district. Data was analyzed using the SPSS programme and presented in form of frequency tables, bar graphs and pie charts. The questionnaire return rate was 60 % for head teachers and 89.4 % for teachers.

The findings of the study are; head teachers make classroom observation and hold conferences to discuss problems encountered by teachers and way forward. Most of the head teachers endorsed and helped the teachers to prepare professional documents, checked pupils books regularly to ascertain the amount of work and comments made on them. Teachers too agreed that instructional supervision helps to improve teaching and learning, head teachers do carry out instructional supervision in their schools, a factor they perceived positively. All head teachers agreed that they assign duties and responsibilities to teachers according to qualifications and merit but teachers strongly felt that this was not fairly done. Teachers felt that head teachers never adhered to the TSC rules and regulations on placement and promotion, a factor that impacted negatively on them. The study recommends that head teachers be trained on how to administer best supervisory practices so as to enhance effective teaching and learning in their schools. That the school administration and teachers should openly discuss issues pertaining to the required standards on performance of duties and be updated on what is required of them. The researcher suggests further studies on perceptions of teachers on instructional supervision to be under taken in other parts of the country.