Influence of head teachers’ instructional supervision practices on curriculum implementation in Isinya sub county, Kenya

Abstract

The purpose of the study was to investigate the influence of head teachers’ instructional supervision practices on curriculum implementation in public primary schools in Isinya district, Kajiado County, Kenya. The study was to determine the extent to which head teachers’ frequency of checking teachers’ records of work, Checking of pupils’ lesson notes, holding of model teaching, conducting classroom observation and provision of teaching/learning resources influence curriculum implementation in public primary school in Isinya district. The study adopted descriptive survey designs. Data were collected using questionnaires for head teachers and teachers. Document analysis was used to check on the availability and use of professional documents. All 24 schools participated in the study and all their 24 head teachers participated. Simple random sampling was used to sample 77 teachers. Collected data were analyzed both qualitatively and quantitatively. The study findings showed that majority of the head teachers checked teachers’ records of work randomly, at least once per month. However, head teachers preferred this supervision practice to ease their roles, on monitoring teachers’ preparedness and syllabus coverage on effective curriculum implementation. Head teachers rarely checked pupils’ lesson notes with majority indicating that they do so once per term. Most of the head teachers had never invited teachers to observe them as they teach. Head teachers were reluctant to visit classrooms during instructional processes to observe the teaching process due to teachers’ negative attitude towards this supervision practice. Majority of the head teachers provided teaching and learning resources in their schools. Therefore the study concluded that head teachers are usually reluctant to carry out some of their supervision roles like checking of teachers’ records of work, pupils lesson notes and conducting model teaching which ensures that they closely monitor curriculum implementation. Provision of teaching and learning resources is affected by lack of funds to purchase adequate teaching and learning resources. Based on the study findings, the researcher recommended that the government through the Ministry of Education should conduct awareness seminars and workshops for head teachers and teachers to embrace instructional supervision practices and school heads should create checklists to closely monitor instructional supervision. Thus, the researcher suggested that; a study to be carried out to find out the effect of teachers’ attitude towards head teachers instructional supervision in public primary schools.