Browsing by Author "Tum, Daniel"

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    Effectiveness of Head Teachers’ Leadership Skills on Instructional Supervision in Public Primary Schools in Nandi County, Kenya
    (Kenyatta University, 2024-11) Tum, Daniel
    Effective leadership techniques and instructional supervision methods were examined in the study work in the setting of public elementary schools in Nandi County, Kenya. This study's main goals were to identify the leadership competencies used by school administrators to start the implementation of the school-based curriculum and investigate the relationship between head teachers' leadership abilities and their ability to start curriculum-based supervision . To accomplish these aims, the study engaged a total of 457 participants 43 head teachers, 41 deputy heads and 371 teachers drawn from public primary schools in Nandi County. 2 Quality and Standards Officers were also used. For the purpose of data collection, standardized questionnaires were used, and a combination of simple and purposive sampling approaches were utilized and interview schedules for QASO. Correlation coefficient was tested using Pearsons product moment where reliabilty coefficient was above 0.6. Questionnaires were subjected to descriptive statistical analysis. Under the study’s skills theory of leadership, the three distinct leadership skills which are relevant to head teachers in public primary schools were looked into. Human skills which are interpersonal skills that measure how a leader relates with others were looked into. Conceptual skills and technical skills were also studied. The findings showed that the head teachers should regularly update their skills in instructional supervision. Apart from academic qualifications used to appoint head teachers, necessary skills ought to be looked into. It was deduced that head teachers are moderately effective in supervision of curriculum due lack of desired skills. Further, the success of a school depends on the leadership skills heads of institutions apply in instructional supervision. A variety of instructional supervision approaches have been welcomed by head teachers, according to the findings of the study, with clinical supervision emerging as the strategy that has been chosen the most frequently.