A Profile of Supervisory and Inspectorial Practices Used by Inspectors and Headteachers in the Management of Primary School Education in Yatta Division of Machakos District, Kenya
This study examined and delineated the supervisory practices used by school inspectors and headteachers in the management of primary school education in Yatta division of Machakos District. The focus of this study was, however, limited to the perceptions of the inspectors and headteachers of the supervisory tasks and the type of problems that affect equitable supervision of schools. The research study also tried to give possible suggestions towards future improvements of supervision. The literature was reviewed under such headings as, classroom management, curriculum development, material development, in-service education, placement and orientation, and evaluation. The population sample consisted of eighteen headteachers selected three from each of the six educational zones, the A.E.O., D.A.P.S.I., six A.P.S.ls and six TACTs - in all thirty two subjects were used for this study. The principal tools used in data collection were questionnaires and attitude scale. Follow up interviews and discussions were conducted when and as necessary. The results of the analysis were presented as frequency and percentage distributions and tabulated appropriately. The study found among other things that school supervisors and headteachers in Yatta division were aware and understood the specific tasks expected of them in classroom management, curricular matters, material development, staffing(placement and orientation), in-service education, and evaluation. However, much as these supervisors were aware that school and instructional Supervision were instrumental to attainment of good quality of education, they did not perform them regularly. Headteachers also indicated that they did not consider themselves to be initiators of in-service education in their schools and curricular innovations in the country. Their participation in these activities was minimal, hence their attitude. The study too, revealed that neither the headteachers nor the school inspectors were formally trained on school and instructional supervision. The problems that headteachers and school inspectors experienced ranged from inadequate staffing of schools to lack of means of transport for the inspectors. A few recommendations on how to improve future school and instructional supervision and inspection were made. These recommendations included formal training of headteachers and school inspectors in supervisory duties, participation of inspectors and headteachers •on curriculum matters and in-service seminars and workshops, and the intensification of materials development programmes by TAC-Tutors whereby teachers should be involved. It was, however, recommended that a replica of this study be considered by future scholars using a wider sample, possibly a cross-section of the national populace. Such an endeavour would expose more solid conclusions than the limitations of this study warranted •.