Headteacher’s Instructional Supervisiory Pratices Influence on Academic Achievement in Public Primary Schools in Kasarani Sub-County in Nairobi City County, Kenya
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Date
2020
Authors
Njogu, David Gakuya
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
Education is the best tool for reforms in the socio-economic and political arena
worldwide. Primary Education makes a strong foundation in education. Learners
academic achievement at this level of education is very important.Instructional
supervision practices by the head teachers is important in enhancing the academic
achievement among learners. Based on this insight, this study aimed at
investigating how the head teacher‘s instructional supervisory practices influence
the learner‘s academic achievement in public primary schools in Nairobi City
County, Kenya. The study was specifically guided by the following objectives: To
establish how often head teachers supervise the teachers during their instructional
practices, to determine head teacher classroom observation practices on academic
achievement of learners in the public primary schools, to appraise the head
teachers assessment of teachers‘ professional documents in support of learners
academic achievement , to assess head teachers instructional feedback practices in
support of academic achievement of learners in the public primary schools. This
study was underpinned by Symbolic Interactions theory coined by Blumer (1969).
The study adopted the descriptive survey design and used a cross sectional survey
method of data collection. The actual data collection was done through the use of
interviews and questionnaires. The study targeted primary schools in Kasarani subcounty in Nairobi City County. Eight schools were sampled purposively. The eight
head teachers from the sampled schools were selected as respondents of the study.
Eighty (80) teachers were selected for the study using random sampling technique.
The findings of this study were: that there was inadequate supervisory practice by
the head teachers in the classrooms; that most of the head teachers gave feedback
after classroom observation, that majority of head teachers checked professional
documents without keenness.. The study recommended that: the head teachers be
given in-service on their role as instructional supervisors and be helped to embrace
the classroom observation practice as an instructional supervisory practice to
ensure better academic achievement by the learners; the Quality Assurance and
standards and the curriculum support officers should intensify their supervision in
the primary schools in order to strengthen quality instructional supervisory
practices by the head teachers; the supervisors should ensure that all the required
professional documents are accurate before commencement of instructions; the
supervisors should improve and give immediate and effective instructional
feedback to the teachers. The findings of this study were envisaged to help the
education policy makers to come up with policies that would improve instructional
supervision. The result of the study could also help in offering in-service courses to
both the teachers and head teachers on instruction techniques and classroom
management.
Description
A Research Project Submitted in Partial
Fulfillment for the Award of Master of Education
Degree in Curriculum Development in the School
of Education Kenyatta University
Keywords
Supervisory Pratices, Academic Achievement, Public Primary Schools, Kasarani Sub-County, Nairobi City County, Kenya, Primary Education, Academic achievement