Influence of Head Teachers' Supervision Styles on the Quality of Classroom Instruction in Lower Primary Schools in Maara Subcounty, Kenya
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Date
2016-06
Authors
Kaburu, George Joseph
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
Supervision of classroom instruction was designed to help teachers uncover, scrutinize and
elaborate on their practical theories through enquiry which involves processes of description,
interpretation, confrontation and reconstruction of practices. It has the ultimate goal of improving
instruction and student learning. Commissions and committees that were set up to study and
report on education in Kenya have pointed out that supervision of classroom instruction was an
issue of concern in the implementation of the curriculum. The purpose of the study was to
establish the influence of head teachers' supervision styles on the quality of classroom
instruction in lower primary schools in Muthambi Zone, Maara Sub-county, Tharaka-Nithi
County, Kenya. The theory of Supervisory Practice also known as Discipline Based Art
Education (DBAE) was used because it improves instruction and the quality of classroom life
through the integration of various supervision methods. Descriptive survey design was adopted
for the study. The target population was 28 primary schools in the zone which comprised of 22
public schools and 6 private schools. Purposive sampling was used to select 11 head teachers and
33 classroom teachers to ensure equitable representation. Out of the sampled respondents, 9 head
teachers and 30 lower primary school teachers responded giving a questionnaire return rate of
88.63%. The study employed questionnaires and interview schedules as research instrwnents for
data collection. The study found out that head teachers were in close touch with the progress of
lower primary school activities; they engaged teachers in mutual dialogue, they closely
monitored attendance of teachers, provided teaching and learning materials and also made
informal visits to observe classroom teaching. The study also established that the level of
academic and professional qualification had influence on head teachers' supervision styles of
classroom instruction in lower primary schools. The study finally established that head teachers
management experience has significance on supervision styles displayed as they supervise
classroom instruction. It was concluded that head teachers supervision styles strongly influenced
the quality of classroom instruction in lower primary schools in Muthambi zone, Maara subcounty,
Kenya. It was recommended that head teachers should be given frequent refresher
courses on school management skills, there should be no gender discrimination when appointing
teachers to headship positions, both academic and professional qualification and work experience
should be considered when appointing teachers to headship position.
Description
A Research Project Submitted in Partial Fulfilment of the Requirements for the Award of the Degree of Master of Education (Early Childhood Education) in the School of Education, Kenyatta University, June 2016