Influence of headteachers' instructional supervision practices on students performance in KCSE in public secondary schools in Kasarani and Starehe Districts, Kenya

Abstract

The purpose of this study was to investigate the influence of secondary school head teacher's instructional supervision practice on KC.S.E performance in public secondary schools in Kasarani and Starehe Districts. The objectives of the study were to: assess the extent to which secondary school head teacher's time management, classroom visit, checking progress records influence, student performance in KC.S.E. Other objectives were to establish teacher's perception on head teacher instructional supervision in relation to student performance in KC.S.E, and to determine the challenges faced by head teacher and solutions to challenges in school supervision.

This study was based on McGregor's theory X and theory Y. The study used descriptive survey design. The target population consisted 15 public secondary schools and 400 teachers in Kasarani and Starehe districts. The sample size of the study was 117 respondents consisting of 13 head teachers and 104 teachers. Simple random sampling was used to select one teacher from department of languages, humanities, applied sciences and science while purposive sampling was used to select the Head of Departments since they had the information required.

The study employed questionnaires for head teacher and teachers for data collection. Use of questionnaires ensures confidentiality thus respondents give honest responses which are reliable. Descriptive statistics such as frequencies mean, percentages were used to analyze quantitative data. Qualitative data was analyzed using qualitative data analysis techniques like content analysis, analysis of meaning and implications from respondent information and documented data on academic performance. The head teacher's contribution in instructional supervision was found to include ensuring allocation and proper use of teaching/learning resources, checking time management by students and staff and classroom visits to see the individual teacher teach.

The study also found out that head teacher faces challenges for having not attended instructional supervision courses. Inadequate resources and infrastructure, financial constrains in schools, lack of support from parents, heavy work load are some of the challenges sited. The conclusion of the study was that provision of instructional material is an important duty of a head teacher to enhance teaching and learning in the schools. The study concludes that head teachers contribute to staff development by facilitating for seminars in-service courses and training.

Another conclusion is that differences in gender among the head teachers do not affect instructional supervision and thus student's performance. The study recommended that other factors which hinder good performances like poor entry grades should be addressed. The study recommended that other stakeholders like BOGs and PTA should be trained on school management to enhance good performance among students in KCSE.