Misigah, Sarah Akoth (2015) Influence of Head Teachers’ Instructional Supervision Practices on Pupils’ Performance in Kenya Certificate of Primary Education Performance in Ngong Sub-County, Kenya. Masters thesis, University of Nairobi.
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Abstract
Effective supervision and inspection is vital if the government is to achieve its objective of providing quality basic education that is relevant to its development goals. The purpose of the study was to investigate the influence of head teacher’s instructional supervision on KCPE performance in public primary schools Ngong Sub County, Kajiado County, Kenya. The study was guided by four specific objectives which were a) to assess the extent to which head teachers class room visits influence pupil’s performance in KCPE. b) to establish the extent to which professional records checks by the head teacher influence pupil’s performance in KCPE. c) to examine the extent to which head teachers post conference discussions influence pupil’s performance in KCPE; and d) to determine the extent to which head teacher supervision on syllabus coverage influences pupil’s performance in KCPE. The study adopted descriptive survey design method to collect information. The study focused on the target population of 7 head teachers and 41 upper primary school teachers (class six, seven and eight) from the seven public primary schools performing poorly in Ngong Sub County. Sampling was done by listing the names of all the teachers and the head teachers in alphabetical order. They were then selected purposively as key players in the study.This study utilized a questionnaire and an interview guide to collect primary data as used in various previous research projects. Data collected was purely quantitative and qualitative and it was analyzed by descriptive analysis and content analysis. The descriptive statistical tools helped in describing the data and determining the extent used. Data analysis used SPSS and Microsoft excels to generate quantitative reports through tabulations, percentages, and measures of central tendency. Tables were used to present responses and facilitate comparison. Tabulation for each questionnaire depending on the responses of the study units was made. This study concluded that instructional supervision is a combination of process, procedures and conditions designed to advance the work effectiveness of individuals and groups. It was deemed to oversee smooth learning process. Instructional supervision stimulates teachers to improve instruction, revise and maintain instructions and methods of teaching. The study recommended that head teachers should involve teachers in their instructional supervision which would enhance participation and hence better academic performance thus promoting good relation between head teachers and teachers. Based on the findings of the study, it was suggested that a study on teachers’ perception of instruction supervision and their job performance should be conducted. Instruction supervision should be friendly and not fault findings. Teachers should ask for it and not be forced for better performance.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education > LB1501 Primary Education |
| Divisions: | Africana |
| Depositing User: | Mr Jude Abhulimen |
| Date Deposited: | 21 Jul 2016 09:20 |
| Last Modified: | 26 Jul 2016 10:07 |
| URI: | http://thesisbank.jhia.ac.ke/id/eprint/761 |
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