Factors influencing headteachers’ instructional supervision practices in public primary Schools in Longisa Division, Bomet District

Abstract

The purpose of this study was to establish factors influencing headteachers’ instructional supervision practices in public primary schools in Longisa division, Bomet county, Kenya. The study objectives sought to examine the influence of headteachers’ administrative experience, class sizes, headteachers’ in-service-training and staffing levels on instructional supervision practices, in public primary schools in Longisa division. The study employed descriptive survey design. The target population for the study consisted of all the 69 public primary school headteachers, 69 deputy headteachers and 69 senior teachers in Longisa division. The sample size was 105 respondents. Consisting of 35 headteachers, 35 deputies and 35 senior teachers. Simple random sampling technique was used to select schools, whereas the respondents were picked purposively. Research instruments were self constructed questionnaires administered to headteachers, deputy heads and senior teachers. A test retest technique was used to estimate the degree to which the same results could be obtained with a repeated measure of accuracy. A correlation coefficient of about 0.93 and 0.84 were obtained for the headteachers, deputies and senior teachers respectively. After analysis data was presented using frequency tables. The study established that instructional supervision practices were influenced by headteachers’ administrative experience, class sizes, headteachers’ in-service training staffing levels. The study concluded that the schools’ administrative structures such as the headteachers, deputy headteachers and senior teachers should be exposed to various instructional supervision practices so as to be conversant with best practices of instructional supervision. The study also concludes that large class sizes adversely affect headteachers’ instructional supervision practices in that it leads to increased workloads amongst the headteachers. The study further concludes that headteachers INSET is a critical factor in instructional supervision since 66.7% of the respondents indicated that INSETs equip them with relevant knowledge, skills and attitudes necessary for adequate performance of curriculum supervision roles. The study also concludes that staffing levels is a critical factor influencing headteachers’ instructional supervision practices in public primary schools in Longisa division. The study recommended that the MoEST should mount a comprehensive in-service training programme to teachers in administrative position so as to expose them to various instructional leadership roles pertaining to their positions. The Ministry should also adhere to recommended number of pupils-teacher ratios. Further the MoEST should determine the minimum levels of experience before appointment to leadership positions. The study also recommends that the Teachers Service Commission should post adequate number of teachers to public primary schools in Longisa division. The study suggests that factors affecting administrative cadres in public primary schools should be determined in further research. Also, further research was suggested to be done to establish training needs in curriculum supervision of headteachers’, deputies and senior teachers. Factors influencing headteachers’ instructional supervision practices in private primary schools in Longisa division was also suggested for further research.