Headteachers’ Instructional Supervision and its Effect on Academic Performance in Public Primary Schools in Ol’lessos Division, Nandi County, Kenya.

Abstract

The head teacher wears many hats being a manager, administrator, curriculum leader and instructional leader. However, it should be understood that the core business of a school is instruction thus head teachers’ instructional supervision is crucial hence this sets the focus of the study. The purpose of this study was to establish head teachers’ instructional supervision and its effect on academic performance in Kenya Certificate of Primary Education (KCPE). The study was based on a theory of leadership developed by House known as Path – Goal theory. Research design adopted for the study was descriptive survey design. The target population comprised of head teachers and teachers of 30 Public Primary schools in Ol’lessos Division and the QASSO officers. To select the schools used in the study, stratified and proportionate sampling techniques were used. Using the techniques, 19 schools participated in the study. The teachers were selected using simple random sampling technique; hence a total of 74 teachers formed the sample, while the QASSO officer and head teachers were purposively selected. This study mainly used questionnaires, interview and document analysis to obtain data for analysis. Content and face validation of research instruments were ensured by the supervisors and lectures in the department of educational administration. The instruments were piloted through test -retest and reliability coefficient was calculated using Cronbach’s coefficient of Alpha, and a coefficient of 0.72 was obtained which was considered sufficient to render the instruments reliable. Qualitative data was analyzed thematically while quantitative data was analyzed using frequencies and Pearson Product Moment Correlation. The study revealed that there is a significant relationship between head teachers’ instructional supervision and academic performance in schools. The study concluded that head teachers are reluctant in carrying out their instructional supervisory role. The findings of this study will be useful to head teachers, stakeholders and the ministry of education which has interest in performance of schools in national examination. This study recommends that head teachers should always undertake instructional supervision as they are internal quality assurance officers for improved performance in KCPE examinations.

Key terms: Instruction, Instructional supervision, Instructional Supervision, academic performance