Influence of head teachers’ instructional supervision practices on pupils’ performance in Kenya certificate of primary examination performance in public primary schools, Siakago Division, Kenya

Abstract

The purpose of the study was to investigate the influence of head teachers’ instructional supervision on pupils’ performance in public primary schools in Siakago Division MbeereSouth District,Kenya. It was guided by the following researcher objectives; checking of teachers’ records of work, classroom visitation, checking of pupils’ exercise books and provision of adequate teaching learning resources by the head teachers. The study adopted the systems theory whose proponent is biologist Ludwig Von Bertanlanffy (1972).The theory asserts that school as a system is composed of various parts which work together interrelated for accomplishment of stated goals. It applied the descriptive survey research design whose purpose is to describe the state of affairs and involves a method of collecting data by interviewing or administering questionnaires to a sample of individuals.The target population consisted of all the public primary school in Siakago Division,MbeereSouth District.Random sampling was used to sample 15 head teachers and 90 teachers.Instrument validity was determined during a pilot study while the reliability was determined using internal consistency. From the study majority of the head teachers donot sit in class as teaching process goes on, they do not check teachers records of work and check pupils exercise books. Teaching and learning resources were inadequate for effective learning. Teachers are to be encouraged to prepare records of work and other professional document to have effective teaching. Head teachers indicated that they had not under gone any training before appointment.Head teachers had a lot of workload to accomplish duties hence they never supervise pupils work. The study recommended that head teachers should be provided with in-service courses on instructional supervision which is a prerequisite for academic performance.Head teachers should involve teachers in their instructional supervision which would enhance participating and hence better academic performance thus promoting good relation between head teachers and teachers. Taking the limitations and delimitations of the study it was suggested that a study on teachers’ perception of instruction supervision and their job performance should be conducted.Instruction supervision should be friendly and not fault findings. Teachers should ask for it and not force for better performance.