Teachers Perception towards Head Teachers Instructional Supervisory Practices in Integrated Primary Schools in Tharaka South Subcounty, Kenya
Njeru, Doris Kathambi
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The purpose of the study was to assess the teachers’ perception towards head teacher’s instructional supervisory practices in integrated public primary schools in Tharaka South sub-county, Kenya. Specifically the study sought to; find out teachers perception regarding policy supporting supervision of instruction, establish the aspects of instructional supervision teachers want practiced by head teachers, determine the systemic challenges likely to affect supervision of instruction, and to assess SNE teacher’s perception on supervision of instruction by head teachers. The study was based on role theory and a conceptual framework has been developed. The research design for the study was descriptive research survey, and target population was the 50 integrated public primary schools in Tharaka South sub-County. A sample of 20% of the target population was selected. The head teachers, teachers and the quality assurance officers were the respondents. Questionnaire tools were used to gather the required information. The Cronbach Alpha was used to test internal consistency of the items in the questionnaire. The statistical package for social scientists (SPSS) was used to generate the Descriptive statistics that were used to analyze the quantitative data. Qualitative data was reported thematically in line with the objectives of the study. It was established that some of the Head teacher and teachers were not acquainted with the 2008 TSC policy on identification, selection, appointment, development and training of head teachers. There exists a variance in the way respective head teachers approach the teaching policy in their respective schools, systemic challenges existed in the integrated public primary schools in the sub-county and they affect supervision of instruction, and while supervision of instruction was an effective tool for head teachers, its approach inhibited teachers’ performance. It was recommended that TSC circulates enough copies and organises workshops for QASOs, head teachers and teachers on the provision of the TSC (2008) policy, Ministry of Education provide in service courses on administration of schools to teachers upon their promotion to headship positions , that the TSC and the ministry of education provide in service courses for existing head teachers on objective approaches and strategies to supervision of instruction, and that the ministry of education addresses the inefficiencies in the reporting structures for instructional supervision further research was suggested on teachers’ motivator and demotivators in the process of instructional supervision, conflict of interests that head teachers QASOs and teachers face while discharging their duties, determinants of corruption in public primary schools and forms of stakeholder interference that head teachers QASOs and teachers face while discharging their duties in integrated primary schools in Tharaka South Sub County.