Teachers, Students and School Characteristics Influence on Instructional Supervision by Head Teachers in Public Primary Schools in Meru County Kenya
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Date
2023-09
Authors
Nkanja, Gakii Purity
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
Effective instructional supervision by head teacher has been known to improve teaching
and learning outcomes and school discipline. Nevertheless, students, teachcrs and school
characteristics continue to influence how effective instructional supervision in any 5th""‘
Public primary schools in Meru County continue to witness low performance. The aim of
this research was to examine how students, teacher and school characteristics mflucr.loc
instructional supervision by head teacher. The objectives that inform the study are o 1md
out student related determinants of effective instructional supervision by head lcachflcrsA in
public primary schools in Meru County; describe teacher related determinants of ct.lccuvc
instructional supervision by head teachers in public primary schools in Meru .C_()Um)’?
establish school environment related determinants of effective instructional supervision by
head teachers in public primary schools in Meru County and assess head teacher’s related
determinants of effective instructional supervision in public primary schools in Meru
County. Given the fact that head teachers are the in-school instructional supervisors for
quality education, this study therefore sought to assess the determinants of effective
instructional supervision by head teachers. The theory of teaching and learning supervision
as advanced by Glickman, Gordon and Ross-Gordon was used to guide the study. The
study adopted a descriptive design. The target population for the study was teachers, class 7
pupils and head teachers of public primary schools in Meru County. The target population
was 3 900 pupils, 650 head teachers and 650 teachers. The sample size for the study was
390 class seven students, 65 class teachers and 65 head teachers. Purposive and simple
random sampling technique were utilized to choose participants of the study. Primary data
was collected by use of structured questionnaires and interview guides. The study
instruments were piloted to ensure efficacy in data collection process using 10% of the
study sample. In order to produce descriptive statistics in the form of frequencies and
percentages, quantitative data was analyzed using the Scientific Package for Social
Sciences [SPSS] version 24.0. Thematic analysis was done on qualitative data guided by
research objectives and presented in form of naratives and verbatims. The study
established that student related determinants such as student discipline, student population
class, pupil’s attitude, student academic performance, student cconomic background, social
status of the pupils and peer pressure among students greatly influence instructional
supervision by head teachers. It was revealed from the study that teacher related
determinants such as teacher absenteeism, teacher timely preparation of lessons, teachers’
attitude, teachers’ cooperation, teacher’s discipline, head teacher and teacher discussions,
teacher mentoring and demonstrative teaching greatly influence instructional supervision
by head teachers. It was also found that school related determinants such as effective
mmmuniunjon.. safety oliclussm‘_ and school buildings, class size and drugs and substance
abuv; greatly -mflt'xencc instructional §up§n'isiun by head teachers while tweaching and lea\‘nupg pmlcnzx[s umdcqlw.y congestion in classes, security have moderate influence on effective instructional supervision by head teachers. Head teacher related determinants such as managerial experience of head teacher, age of the head teacher, the level of education of the head teacher, teaching supervision knowledge of the head teacher and teaching supervision ability of the head teacher greatly influence instructional supervision by head teachers. The study overly concludes that student, teacher, school and head teacher related factors influence instructional supcn'mon by head teachers. The study recommends that the head W}fls can use lhc findings to come up with innovative inclusive policies that can ensure effective instructional supervision by involving teachers, parents and QASOs 10 improve leamning outcomes in education in competence based curric g petence curriculum.
Description
A Thesis Submitted in Partial Fulfillment of the Requirements for the Award of the Degree of Master of Education (Educational Administration) in the School of Education and Lifelong Learning of Kenyatta University September, 2023
Keywords
Teachers, Students, School Characteristics, Instructional Supervision, Head Teachers, Public Primary Schools, Meru County, Kenya