Primary school teacher attitude towards external instructional supervision in Rongo Division of Rongo District, Kenya

Abstract

The purpose of this study was to identify teachers' attitude towards external instructional supervision in public primary schools in Rongo Division of Rongo District, Kenya. Five research questions were formulated to guide the study. The design used for this study was stratified random sampling. A sample of 27 head teachers, 108 teachers and 2 QASOs were used in the study. Data was collected by use of questionnaire and interview guides. Findings revealed that the respondents were aware of the role of supervision of schools which were to improve quality of education, enabling suitable learning environment, assisting teachers in identifying problems in teaching and learning, guiding teachers in decision making assisting teachers in discovering performance requirements and assisting teachers in developing instructional materials. The QASO on their part did not visit schools frequently due to the large are of work designated for them. For example, they said one took care of about 20 schools.

They also cited lack of transport means to reach the schools plus inadequacy of the necessary materials that can enhance the perfection of their work. The supervisors were involved in supervisory activities related to curriculum and instruction, decision making, motivation, communication and evaluation of instruction. Some commonly used ways of supervision included holding conferences after supervision, giving guidance to teachers on improvement of instruction. It was noted that most teachers liked being supervised, but a section had negative attitude towards supervision citing cases of frustration at the hands of external supervisors apart form the negative attitude, other problems that affect supervision include inadequate number of supervisors, inadequate materials and changing curriculum.

Based on the findings, it was concluded that the respondents were aware of the role of supervision on schools the QASO did not visit schools frequently which hindered effective supervision, some teachers felt that QASO still need more training on supervisory skills to effect better results. It was also concluded that most commonly used ways of supervision included: holding conferences after supervision, and giving guidance to teachers on improvement of instruction. It was also concluded that most teachers in Rongo Division are positive with regard to external supervision with the exception of a few who have reservations about the same.

In the light of the research findings the researcher recommends that the government should increase the number of QASO members to effectively carry out their roles in the schools, that the head teachers should be supported in their role of supervision, that QASO personnel should be further trained to carry out their roles so as not to be seen as fault finders but as a boost to the teachers efforts. Considering the limitations and delimitations of the study the researcher suggests that a study on the attitude of secondary school teachers towards external instructional supervision should be conducted, also a study on the relationship between quality training of QASO and its effect on supervision of schools, also a study on the effect of supervision on academic performance and lastly a study on the relationship between availability of the supervision facilities and external supervision in schools, should be conducted.