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
Loading...
Date
1988
Authors
Mutua, M. W. M.
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
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 •.
Description
Master of Education (Primary Teacher Education), 161pg. 1988