Influence of institutional factors on headteachers' instructional supervision practices in public primary schools in Asengo Division, Homabay District

Abstract

The purpose of the study was to establish the influence of institutional factors on headteachers instructional supervision practices on public primary schools in Asego Division, Homabay district. The research objectives included determining whether availability of learning resources influences headteachers supervision practices in public primary schools, establishing whether staffing levels influences headteachers instructional supervision practices in public primary schools, establishing whether teamwork influences headteachers instructional supervision practices in public primary schools and lastly establishing whether financial status of the school influences headteachers instructional supervision practices in public primary schools.

This study was guided by Path Goal Theory developed by Robert House. The Research used was descriptive survey focusing on public primary schools in Asego Division Homabay district. The target population of the study consisted of 30 headteachers and 111 teachers. The study employed stratified random sampling technique to select the schools, head teachers and teachers.

Research instruments in the study were own constricted questionnaires administered to headteachers and teachers. To ensure instrument validity, content reliability was tested. Test re- test method was used to determine how reliable data could be. Questionnaires were use as main tool for collecting data. Data was analyzed through descriptive statistics and content analysis techniques.

The study established that in structional supervision practices of headteachers in public primary schools in Asego division were influenced by staffing levels, learning resources, team work, and financial status. The study concluded that headteachers instructional supervision practices was influenced by team work, staffing levels, financial status and learning resources.

The study recommended that the ministry of education should ensure adequate finance in public primary schools. Further, the ministry of education should ensure adequate teachers in public primary schools. Also the ministry of education should ensure of adequate learning resources in public primary schools. Lastly, there should be team work in public primary schools.