1.0 Introduction
Instructional supervision is an observation of a performer like a teacher by a supervisor where in this case is the principal. The success of the supervisor is bent on evident teaching capability and mastery of issues. The process of instructional supervision in schools is done by principals and in whole applies facial contact with the teacher in their classes in an observation and evaluation format. The results are evaluated and proposals for enhancement are improved so as to enable teacher effectiveness.
Principals have been known to have a great impact on the form of instructions that teachers apply in their classes by the use of their actions as instructional supervisors. There is support that secondary principals are quite active instructional supervisors, though less when compared to elementary schools (Cotton, 2003, Kmetz & Willower, 1982). This study looks into the influence that secondary school principals have on teacher’s instructional actions.
1.1 Background to the Study
The position of the principal has grown to be a popular topic of study. It is a vital aspect of operating an effective secondary school. Principals who are found in poor urban schools with high-attaining students are identified to be better instructional leaders when compared to their counterparts in the same schools though with poor attaining students. According to a US Department of Education report, principals and teachers who are noted to be ineffective hinder the advancement of teaching.
The relevance of principal’s instructional supervision practices is shown by current studies that are bent on assessing the impact of principal’s quality on student success. The quality of the principal means the attributes and credentials owned by the principal (Stronge, 2002). Darling-Hammond (2000) noted that the attribute and qualifications held by the principal were connected with the success of the student in regard to Reading and Mathematics tests offered in 1990 to 1996. Negative relations were noted in student success and competency of the principals. The acquisition of skilled and experienced principals has become quite important. The principals acquire teachers that are not competent, hence bringing the need of how the principals influence as instructional supervisors in high schools.
Okumbe defines instructional supervision as the rationale and practice desighed to improve the teacher’s classroom performance. These practices include faciliting guiding, supporting and assissting teachers and students ehance achivement in the classroom. This role, according to the Education Act (1968) is delegated to the principal.The Kamunge report(1998) recognised the important role of the principal in instructional supervision and recommended their training as first line supervisors of their schools.
In her research, carried out in Ngong Division of Kajiado County, Kamindo(1998) notes that the academic achievement of any school is greatly influenced by the extent to which the headteacher performs instructional supervisory duties. The findings of the study indicated that headteachers in private schools carried out instrucational supervision more regularily than their counterparts in the public schools. As a result the teachers in private schools were more efficient in carrying out their teaching duties than those in public schools and this was manifested in the better performance posted by private schools in National Examinations.
Kimosop(2002), in a study aimed at finding out the influence of principals as instructional supervisors in Kabarnet and Salawa divisions of Baringo district concurs with Kamindo(1998). The reseach findings showed that most headteachers did not perform their instructional supervisory duties. Most of them did not observe teachers in class, check students notes, check schemes of work , lesson plans and other documents related to teacher preparation. These functions were delegated to the heads of departments. In such schools it was noted there was inadequate teaching and learning.
At indepedence in 1963, the Kenya government recognised education as basic human right for every citizen. The sessional paper No. 10 of 1965 noted that the immediate objective in Education was to expand facilities in secondary school level as this level was crucial to the training of manpower essential in the Africanisation process and increasing the number of candidates that would continue with higher education. This committment has been enhanced by the introducation of free primary education (FPE) in 2003 and free day secondary education (FDSE) in 2008. With such a heavy investment it is important to ensure that students are provided with quality education that is relevant and can enble them play effective and productive roles in nation building. This makes instructional supervision by principals very crucial in order to ensure that the goals of education are achieved.
In his study, carried out in Migori County, Ochieng (2005) recommends that monitoring of curriculum and instruction should be enhanced if schools are to perform well. This recommendation was made in recgnisition of the fact that a significant number of principals hardly carry out monitoring of curriculum implementation. As managers and supervisors of the day to day affairs of their schools, principals are expected to ensure that the school is working to the current and correct syllabus as laid down by the KIE;
A report released in the year 2003 by the Mid-continent Regional Educational Laboratory (McREL) brought to light the significance of teachers and principals in public and private secondary schools. The report was a composition of long time study on the attributes of effective schools. Waters et al. (2003) undertook three evaluations. The first two were based on student and teacher attributes and school practices in successful high schools. The third assessment brought about outcomes showing that leadership was a necessary aspect for a successful effective school (Waters et al).
In a review of leadership, Leithwood et al (2004) acknowledged that the class trends of principals have the greatest influence on success of the student. Waters et al (2003) noted that secondary schools that are keen on the highly successful student and class tendencies, as well as instructional methods, which could elevate their success speed on standardized test from half to 72 percent. The conclusion stated that standard deviation advancement in the principal leadership brought about an average student success on a standardized, norm-referenced test, additional discussion of research outcome on the principal’s influence in instructional practices.
Education practices began changing toward standards and accountability. The students are accountable for attaining high standards, this is with the help. Their success is measured using standardized tests. These tests are done annually so as to make sure that the students acquire proficiency in the Reading and Mathematical subjects in high schools. Failure to pass the test would lead to a restructure of the whole school.
Elmore (1999) added that principals are intended to have skills and experience to add onto the instruction by the teacher and student success. With regard to Lashway (2003) and Tucker (2003), the standards and accountability strategy has brought about the ability of the principal in acquiring success of the schools. What adds significance is that the schools are intended to offer the students from several sources the means to acquire success.
Principals are considered important to the accomplishment of the schools. They are projected to be strong instructional supervisors. The knowledge of how the principals influence the instructional tendencies of teachers could help principals in handling the intense desire of acquiring success which is placed by the country.
There is a great need for improved education organization at the school level. This desire is widely backed, however least assessed as education model get distributed. Prior studies looking into the features that affect a principal’s sense of capacity for elevating school quality in a distributed system, would offer vital insights for toughening education organization in the school level.
1.2 Statement of the Problem
In a number of developing countries like Kenya, decentralization of school-dependent management is bringing about added influences for the principal’s ability that a limited number are able to acquire. The principal is expected to offer an environment surrounding that is conducive to teaching and learning; work so as to elevate the performance of the student and be accountable for the outcome; back and supervise teachers’ effort in instructional and class organization; supervise the implementation of the curriculum to bring about relevance to the school and make sure that functional staff advancement programs in place in school and the teachers elevate their proficiency. These duties state the principal’s role as an instructional supervisor.
The challenges faced by the principals as instructional supervisors are based on a number of issues; this is the center of any education change (Gallahan, 2002). The principal is concerned with specific results, though he has to depend on an agent to acquire these results. Chapman, et al (2008) adds that the focus on the principal agent problem accords more anxiety to the education operation in classes, where the actual activities take place.
Classroom teaching in Kenya is characterized by student memorization of books with limited chances to engage actively with it, and monitoring and evaluation of student learning using tests. The principal as the instructional supervisor are tasked with applying innovative teaching techniques which involve the student in an active manner.
Teachers may however not readily accept the principal’s innovative teaching techniques. One main reason is to acquire the ‘worklife complexities’. Where the principals may bring about policies and instructional procedures that change the processes the class, the instructional techniques may impact on the lives of the teachers through making them learn new things, teach in emerging models or apply varied instructional resources. High form of complexity normally leads to individuals refusing to accept innovation. The principals may react to this resistance by reducing the complexity of the application or by elevating the incentives for the teachers to be aware that their efforts are appreciated.
The role of the principals as instructional supervisors is very vital in a school setting. As the personnel with the technical knowledge, principals are expected to supervise curriculum implementation in their schools. This includes ensuring that teachers prepare and use the relevant professional documents, relevant resources are available, adequate and up to standard assessment and evaluation of the students is done and that teachers in the school get opportunities to develop in their career. Such tasks are aimed at improving the performance of the students and ensure that teachers perform their duties effectively so that the school can achieve its desired goals.
This study will therefore examine the influence of principals as instructional supervisors in secondary schools in Langata District of Nairobi province.
1.3 Purpose of the Study
The purpose of this study is to investigate the manner through which secondary school principal’s influence as instructional supervisors on the KCSE performance in Kajiado North District of Nairobi country and to know what is meant to be a supervisor of instruction.
- Objectives of the Study
The study will be guided by the following objectives:
- To determine the influence of principals as instructional supervisors on curriculum implementation. This is done through supervising the application of the curriculum and the localization to bring about relevance to the school and make sure that functional staff advancement programs in place in schools and the teachers elevate their proficiency.
- To determine the influence of the principals in supervising the working relations among the teachers. This is with regard to The principal is expected to offer a surrounding that is conducive in teaching and learning; work so as to elevate the performance of the student and be accountable for the outcome; back and supervise teachers’ effort in instructional and class organization
- To determine the challenge principals face as they carry out their duties as instructional supervisors.
- To recommend strategies for improving the effectiveness of principals as instructional supervisors.
1.5 Research Questions
The study will address the following questions:
- How do principals influence as supervisors the teachers in their instructional practices in the curriculum?
- To what extent do the principal instructional supervision influence teacher practices?
- What challenges do principals face in carrying out their duty as instructional supervisors?
- How can the impact of the principals in instructional supervision be improved?
1.6 Significance of the Study
To the school administrators the findings of this study will provide insight regarding the influence of the principals as instructional supervisors and suggestions on how it can be improved. The principals will have more information on what is expected of them as instructional supervisors. Teachers aspiring to be principals will use the outcome of this study to acquire skills of what the duties of a principal as an instructional supervisor involve and will therefore make better instructional supervisors. The outcome of this study will inform the Ministry of Education with regard to training needs that will equip principals with the necessary skills in instructional supervision. The study will add on to knowledge in an area that has not been widely covered in previous studies and will serve as a stimulus for other researchers to carry out more research in the area.
1.7. Limitations of the Study
The study will be limited to Kajiado North District, and as such finding can only be generalized to other regions with caution. There will be need to carry out the research in a wider area so that the influence of principals as instructional supervisors under various situations may be covered. It will also not be possible to control the personal attitude of the teachers towards specific principals and this might affect the responses they give with regard to the impact of the principals as instructional supervisors. The study shows a state in time and place and the presence of other studies done would add to the respondents in a method that is seen as beneficial to others. The principals may over approximate their efficacy hence bringing about social desirability bias. The external relevance of the study is limited by the absence of information with regard to the selection method for the principals as well as a limitation in internal relevance. The study will be limited to those areas where principals are directly involved.
1.8. Delimitations
This study will involve public secondary schools in Langata District. Private secondary schools will not be included as they apply different management and administrative modes. The respondents in the study will include principals, and teachers. Data will be gathered using an observation schedule, questionnaires for teachers and an interview guide for principals. This means that the principals may over-rate their influence in instructional supervision, as Webster, Iannucci & Romney (2002) established that respondents tend to overrate themselves on positive traits. To overcome this, the researcher will look for any contradictory data in the responses.
1.9 Assumptions of the Study
The study will be based on the following assumptions:
- That all respondents will co-operate and provide truthful and honest information.
- That the position of principal is well established in all the schools that have been sampled.
- That the principals are aware of their roles as instructional supervisors.
- That the teachers are aware of the role of the principals in instructional supervision.
1.10 Definition of Terms
Administration is the process of controlling and directing human behaviour in any social organization.
Principals are a teacher with overall administrative responsibilities over the school. This will also refer to headmasters, headmistresses and Head-teacher.
Management is the organization and synchronization of processes of a company with regard to some laid down rules and in attainment of some goals.
Public Secondary School is a school that is developed, provided with staff and facilities using public funds.
Teacher is the teaching personnel in secondary schools.
1.11 Organization of the Study.
The study will be organized in five chapters. The first chapter which is the introduction will include information on the background of the study, statement of the problem, objectives and research questions, the significance of the study, basic assumptions, limitations, delimitations and definition of terms used in the study. The second chapter which is the literature review will outline the role of the principals, deployment of principals to secondary schools, teachers’ perception of principals, challenges faced by the principals, theoretical and conceptual framework and summary of the review. In the third chapter the discussion will center on the research methodology and will include the design of the study, locale, target population, sampling technique and the sample size. This chapter will also include discussion on the research instruments which include questionnaires for the subject teachers, an interview guide for the principals and a check-list to assess the availability of the necessary teaching documents.
Chapter four will deal with the research findings and discussions on the research findings while chapter five, will give a summary of the findings, the conclusions and recommendations.
REVIEW
2.1 Introduction
This chapter gives a review of literature related to the study on influence of principals as instructional supervisors. The chapter presents literature on the role of the principals in secondary schools, school-based management of principals and teachers, influence of the role of principals in instructional supervision. It also discusses challenges faced by principals in instructional supervision and ends with a summary of the reviewed literature. The chapter ends with a discussion on the theoretical and the conceptual frame work.
2.2 Role of Principals in secondary schools
Policies in secondary schools are present in every school in Kenya. The management team in secondary schools comprises the principal, deputy principal, and heads of departments. The principal is both the head of the school and the head of the academic program.
Chapman (2000) acknowledges that decentralization offers new pressure on school principals that they are ready to acquire while insisting the urgency of strengthening and then upholding the school-administration in Kenya. He offers a look at how elevating the quality of education and bringing high competition for assets would impact on the duties of the principals.
The principals of secondary schools have their roles divided into four sections. First of all, there is school management that involves ordering produces, making sure teachers are recruited and allocated, acquiring information and fundamental keeping of records. Secondly, there is school to ministry communications, which is composed majorly of carrying out reports needed by the ministry of education; this is a vital role for the principals. Thirdly, the principals ensure that the relation between the school and the community is working properly, for instance, Parent Teacher Associations (PTAs), community programs and other bodies that are connected to the school. Lastly, there is instructional supervision that interfaces with the quality of education accorded to the students.
As a component of decentralization, the principals of secondary schools are charged with instructional supervision, disregarding that this is minimally applied by the principals. This is vital in getting to know what to expect in enforcing school advancements strategies geared towards student success.
The height of accountability of the principals in secondary schools is more engrossed with the pressures for an elevated education value and more efficiency in the education systems present in African countries. The desire to make a strong and functioning back up for school based management is basically due to a series of decentralization, as well as population tendencies. The impact of acquisition of quality is that the administrators will require an enhancement of the teaching and learning procedures and which tendencies are bound to elevate the quality of education. Even with resources, the principals are impacted by not knowing what to put in and operations to take so as to bring about better results in learning. School administrators based in a variety of levels have to be more conversant of the outcome of investment in education; they similarly have to know about the teaching and learning procedures that are connected to management.
2.3 School-Based Management of Principals in Secondary schools in Kenya
Research on decentralization of school-based management (SBM) has shown that the basic model development in schools and reliance on reallocation of the choices made, as the basic way through which improvement will be encouraged and maintained (Malen et al, 1990). The known debates backing SBM are that it is a democratic process since it gives teachers and parents the ability make choices regarding education and some key officials. Similarly, the system is more appropriate since the choices made are closer to where issues are applied in the school. The SBM brings about bureaucratic and accountability that is limited since the process is limited to the management standard of the school. Lastly, the system has a better organization of resources as the parents and community have a sense of participation in the organization of the school.
Empirical studies done by Leithwood and Menzies (1998) agree that there is no effect of SBM on the success of the students. Though, studies show that operations applied by SBM like planning, monitoring and communication have the ability to bring about desired aspects for school development. Gaziel (1998) states that, secondary schools have a beneficial impact on inspiring teachers to acquiring success; this is attributed to better management by the school administration. Additionally, studies done in UK that reflect in Kenya, show that high decision making ability of the principals in secondary schools makes it possible for them to bring about inventive curriculums and practices (Williams, et al, 1997). The studies insist on the significance of the role of principals in establishing a connection with SBM. This is more so in regards to guiding teachers and involving the community in upholding secondary school advancement and student success.
2.3 To what extent do the principal instructional supervision influence teacher practices
Principal’s perception of competency advancement and class resources as functional aspects for elevating teacher effectiveness influences his personal efficiency. This is seen in the manner through which they attribute a teacher’s ability in directing student success.
The principal’s ability to be effective is directly connected to the shared control as opposed to instructional elements. They share control with other bodies in the school. The association with important stakeholders brings about the principal to create networks and work together with them. This enables instructional aspects to be upheld (Williams, et al, 1997). The more the connection with this stakeholder, the more successful the principal will be in ensuring instructional supervision. This brings about a bigger aspect of one’s efficiency as a principal.
The principal’s perception of their teachers’ ability controls the success of the student which has direct consequences in the manner the principals perceives instructional supervision as functional incentives. Studies revealed that the principals rate teachers as being able to direct their students to attaining success. The teachers possess knowledge and skills that would make them get and evaluate emerging information from competent advancement opportunities, understand models and methods accorded through supervision and apply class resources. An instructional supervisor would be termed to as operative in elevating teacher performance if the principal is competent in issuing it and if he attributes the teachers as being able to acquire the required input hence bringing about an improved form of teaching.
The connection between the principal’s influences on the teacher performance and the practices on the teacher performance are in line with researches that show leader’s perception and the competency of their subordinates (Chemers, et al 2000)
The manner through which principal’s attribute efficiency as instructional supervisors is majorly affected by the principal’s sense of ability in offering professional advancement and instructional supervision. Hence his competency and instructional supervision is more affected by their efficiency and the manner that they attribute the ability of teachers than in offering class resources. The principal’s connection with the teacher is an important piece in getting to know the principal’s ability. His perception of the ability of the teacher is reliant on the response from the teacher through attaining success.
According to Chemers et al (2000) the school principal are thought to have more capability in places that they attributed to be effective in elevating teacher performance. This would consequently reflect in the student performance in class. Their abilities are attributed to be high in a number of supervisory duties: mentoring teachers in applying learning supports, mentoring them in appropriate application of instructional time and allocation of constructive response on teaching competency. The learning supports are quite effective in the elevation of class teaching. The principal’s are more bent on offering class resources like learning tools and instructional supervision which is keen on mentoring teachers to apply learning supports in teaching.
2.4 Challenges faced by principals in Instructional Supervision
The principal is in charge of the curriculum programmes in schools. Omulando and Shiundu (1992) define curriculum as all that is planned to enable the learners acquire and develop the desired knowledge, skills and attitudes. Curriculum aims and goals can only be achieved if it is properly interpreted and implemented. Bell (1992) and Preedy (1988) investigated the role of school administrators and confirmed that their roles are vital in that it lies at the heart of school educational process. Whether a student achieves or underachieves is largely dependent on the quality of planning execution and evaluation that takes place within the individual departments. Bell (1992) further notes that it is quite unfortunate that in the majority of secondary schools the full potential of the principal’s role has not been developed. In curriculum, principals must provide leadership and clear vision, be able to give professional guidance to teachers on curriculum issues, be curriculum consultant and a valuable resource person for teachers. This means that they need leadership skills to be able to promote teamwork within the schools. Principals are also supposed to be actively engaged in teaching. Gallahan (2002) argues that the participation of the school administrators in teaching makes them “one with the group”, a senior colleague rather than a distant authority figure. One of the main challenges often faced by principals is that of role conflicts, whereby their teaching duties and leadership roles often conflict. When a principal becomes “one with the groups”, teachers in the school are expected to be less apprehensive about discussing their professional challenges with the principal. The teachers also know that when the principal speaks of successful or unsuccessful teaching techniques his counsel carries the weight of recent and first hand experience.
Principals must also ensure teachers have prepared schemes of work and lesson plans that are in line with the aims and objectives of the school curriculum. Mbamba (1992) notes that as the one in charge of instructional supervision in the schools, the administrator, must provide leadership for better teaching and learning process. They must be abreast with changes in the professional areas, regularly attend conferences and seminars to capture the latest development in their fields, must accept curriculum changes and use it positively instead of resenting it. In this regard the principal must take the change and direct it instead of letting the change direct them and ensure that the other teachers in the schools are also positive about the changes.
2.5 Summary
This chapter has presented a review of literature on the role played by principals in instructional supervision, school-based management of principals, the influence of the principals in supervision on the practices of the teacher’s perception of teachers about, and the challenges faced by the principals. The reviewed literature shows that supervisory duties in secondary schools include guiding, directing, coordinating, budgeting, advising, evaluating, supporting in-service of teachers and providing pleasant, stimulating environment (Musaazi, 2002). How the principal influences the effectiveness of teachers in performing these roles will determine the outcomes of supervision and the overall effectiveness of their classes. It has emerged that competence in one’s professional role is important in the overall learning process (Findlay & Drake, 1999). It has also emerged that perceptions, attitudes and perceived levels of competence are indicators of the principal’s ability to perform effectively professional roles and could provide complex interplay (Findlay, 2002). The goal of this study is to determine the influences on the teachers about the effectiveness of principals in instructional supervision and examine the challenges faced by the principals in secondary schools in Kajiado North District.
1.9 Theoretical Framework:
This study will be based on Total Quality Management theory (Murgatyod, S. & Morgan, S., 1992). This theory came into being from organizational management theories, partly due to a reaction to issues in these theories. It was initiated by the American Edward Deming but was first implemented in Japan in the 1950s as an economic strategy that would enable Japan rebuilds its economy after the devastation of the Second World War. The theory is based on organizational effectiveness. It insists on performance by making products and services to go beyond client expectation and doing away with aspect affecting the goods and services.
The key emphasis in TQM is quality performance and it stresses that quality can only happen because it has been designed into the way the organization works. It stresses that leadership should ensure that everyone in the organization is working in a way that ensures consistent high performance and continuous improvement. Leadership in the TQM context is expected to be visionary and should be a basis for facilitating the work of others so that they can achieve challenging goals.
The TQM theory is based on five main components. The first of these is alignment and commitment to a shared vision. Schools for example use mission and vision statements that outline the broad purpose of the school. The second component understands of the meaning of customer driven process. For leadership to be effective it has to strive to meet the demands of its customers. In this context the customers are the students who need to perform well in external examinations.TQM recommends organizational designs that revolve around self-managing teams. Such teams maximize creative talent within the organization and promote problem ownership. The organization of the subject panels in primary schools and departments in secondary schools could serve well in instituting team work. Setting outrageous or challenging goals is the fourth component of the TQM theory. This component emphasizes that organizations should set challenging goals and strive to exceed their own expectation. The goals set should focus on outcomes and apply to all workers in the organization; they are to be measurable on a frequent basis.
Lastly the TQM theory emphasizes on systematic recording of the organization’s activities. Records are used as sources of feedback. The achievements of the organization are measured against agreed upon performance indicators. For any organization to maintain the TQM status it must practice three important 3Cs; that is commitment, culture and communication.
1.10 Conceptual Framework
The management of education from long in the past has been guided by laws. The Secondary education applies the education Act (Cap. 211), that offers the advancement of schools, organization and advancement of curriculum and teacher exercise and education.
The K.C.S.E results are attributed to be the pathway to going to universities and colleges in Kenya and above. Generally, the performances of students in K.C.S.E state the point of acquiring good salaries and other resources available for further learning. Poor performances are connected to minimal projection which is translated as chances for manual labour. The basic challenge faced by secondary schools education is majorly on the principal administration of curriculum and instruction which has to be reflected in capability of the principal, as well as his competency to organize the curriculum and instruction as he controls the teachers, students and personnel to undertake their tasks.
For good performance, the learners have to be accorded the perfect environment. It is noted that after students do well in their K.C.P.E, they tend to drop in their K.C.S.E. the parents, and the community has to undertake such a study. The explanation is reflected in a figure, whose purpose is to determine the influence of the principals as instructional supervisors in secondary schools. Figure 1.1 presents the conceptual framework of the study.
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Figure 1.1: Conceptual framework: Influence of principals as instructional supervisors.
RESEARCH METHODOLOGY
3.1 Introduction
This section presents the methodology to be employed while conducting the research. The chapter covers the research design, study location, target population, sampling procedures and sample size. It also deals with the research instruments, pilot study, data collection and data analysis procedures.
3.2 Research Design
The study will use a survey design. Kothari (1990) states that surveys are concerned with describing, recording, analyzing and interpreting conditions that either exist or existed. The concern of the study will be to describe the effectiveness of principal as instructional supervisors.
According to Kaul, (1984) survey studies are designed to obtain persistent and precise information concerning the current state of phenomena and whenever possible to draw varied general conclusions from the facts discovered.
In the study, the research attributed the most appropriate research design as being non-experimental as it deals with the relationship along with non-manipulate variables. This is since the events have already taken place. The survey may be applied to designate the research process where study acquires information from a section of the population for the aim of looking into the attributes of the population. The design is chosen as its high sense of representativeness and the simplicity where the researcher may acquire the participant’s opinion.
In this study, the research acquired the views of the respondents with the desire to expose the efficiency of principal’s influence as instructional supervisors. The focus of this study was on two variables, namely the effectiveness in K.C.S.E and the influence of principals as instructional supervisor.
3.3Target Population
Borg and Gall (1982:275) have stated that a targeted population as the constituent of real or theoretical set of people; actions that the researcher desires to simplify the outcome of the research.
The study will include all the principals, heads of department and teachers in all the secondary schools in Kajiado North District. The principals are targeted because as managers they are in charge of all activities in school. The target will also include all the teachers as they are the implementers of the curriculum.
Kajiado North District has 47 schools and every school has an average of 15 teachers and an average of 200 students. This translates into 47 principals, and an average number of 705 teachers and 9400 students from the target population. The schools are categorized as having 22 public schools and 25 private schools.
3.4 Sample size and Sampling Techniques
In this study, stratified random sampling will be used in order to achieve the desired representation from all the groups in the population. Mugenda and Mugenda (1999) state that 10% of the accessible population will form an appropriate sample, but according to Gay (1981) for a descriptive research with a small population more than 20% is usually required.
From the 47 schools, 7 schools have not had the same principal for over two years hence were not included. This lay on the reason that the students and teachers did not have an objective view on management model of applying the curriculum and instruction. The study also did not include 12 district schools as the study lay on provincial schools. This left 28 schools, where 12 were applied for piloting hence leaving 16 schools and 16 principals who were chosen to engage in the research. The students who were involved in the study were randomly selected from all the forms with consideration given to gender. One student was taken from every form, making the number be 4 students for every school and a sum of 108 students.
3.5 Research Instruments
The study will employ questionnaires, interview schedules and a checklist as the main data collection instruments. Two sets of study questionnaires will be used; one for the principals and another for teachers. An interview schedule will be used to gather data from the principals. The research will also use a document checklist to determine whether relevant professional documents are maintained by the principals.
3.5.1 Questionnaire for principals
The questionnaire for principals will be used to gather information from principals in regard to the supervision of the implementation of curriculum. The questionnaire will have three sections. Section A will gather bio-data on the principals while section B will gather data on the supervisory skills of the principals. The last section will gather information on the challenges that principals face in carrying out their duties and how their effectiveness can be improved.
3.5.2 Questionnaire for Teachers
The questionnaire for teachers will consist of the following sections; Section ‘A’ on demographic information regarding the teacher’s age, gender, length of service and department. Section ‘B’ will seek information on the teachers’ perception on the effectiveness of the head of department as an instructional supervisor while Section ‘C’ will require the teacher to discuss challenges they think influence the performance of the principals as instructional supervisors and suggest strategies that could be used to improve the performance of principals as instructional supervisors.
The study will involve a document checklist which will be used to assess whether the principals maintain the necessary documents and also assess whether the documents are put to use as required. The guide will also be used to check on performance in KCSE which is an indicator of the effectiveness of the principals.
3.6.1 Reliability of the Instruments
Mugenda and Mugenda (1999) define reliability as a measure of the degree to which a research instrument yields consistent results after repeated trial. According to Orodho (2005) reliability concerns the degree to which a particular measuring procedure or instrument gives similar results over a number of repeated trials. In order to improve the reliability of the instrument, test-retest technique will be employed whereby the pilot questionnaires will be administered twice to the respondents, with a one week interval. The scores will then be correlated using Pearson Product-Moment Correlation formula to determine the reliability coefficient. A correlation coefficient of 0.7 or higher will be acceptable as recommended by Mugenda and Mugenda (1999).
3.7.2 Validity of the Instruments
Validity is defined as the accuracy and meaningfulness of inferences, which are based on the research results (Mugenda and Mugenda, 1999). Validity therefore refers to how accurate and meaningful data collected in the study measures what it is designed to measure. According to Borg and Gall (1989), validity of an instrument is improved through expert judgment. Wilkenson, (1991) also contends that expert opinions help to establish content validity. As such, assistance will be sought from the research supervisors and other experts from the University, in order to assist improve content validity of the instruments.
Before actual data collection, a pilot study will be conducted in 12 schools in Kajiado North District. The pilot schools will not be included in the actual study sample. The pilot study will help to improve the reliability and validity of the questionnaires as the results will be used to review the research instruments.
3.8 Data Collection Procedures
The researcher will obtain an introduction letter from the University, after which a permit will be obtained from the National Council for Science and Technology. The letter will be sent to the principal and a courtesy call ii made to the Kajiado North District Education Officer (DEO), after which a preliminary visit will be made to each school to inform the principals, and teachers of the intended research and date to administer the instruments will be agreed upon. Questionnaires will be distributed directly to the respondents within each school by the researcher during normal school days. Respondents will be given instructions and assured of confidentiality, after which they will be given time to fill in the questionnaires. The filled-in questionnaires will be collected on the same day of data collection.
3.9 Data Analysis Procedures
After all the data is collected, data cleaning will be done in order to determine inaccurate, incomplete, or unreasonable data and then improve the quality through correction of detected errors and omissions. After data cleaning, the data will be coded and entered in computer for analysis using the Statistical Package for Social Sciences (SPSS) version 17. Data analysis procedures to be employed involve both quantitative and qualitative procedures. Quantitative data will be analysed using descriptive statistics such as frequency, means and percentages. Qualitative data will be analyzed qualitatively using content analysis based on analysis of meanings and implications emanating from respondent information and comparing responses to documented data on duties and effectiveness of principals in instructional supervision. The qualitative data will be presented thematically in line with the objectives of the study.
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APPENDIX A
QUESTIONNAIRE FOR PRINCIPALS
This questionnaire is designed to gather information about the influence the principals have on teachers as instructional supervisiors. All your responses in the questionnaire will be treated with confidence. Please place a tick (√) on the items that apply to you unless a different direction is given.
Part A: Background Information
- What is your Gender?
[ ] Male [ ] Female
- What is your highest Academic Qualification?
[ ] S.I. [ ] B.ED [ ] B.A./B.SC. [ ] P.G.D.E [ ] M.ED.
Others (Specify) …………………………………………….
- What is your experience as a head of department?
[ ] 1-5 [ ] 6-10 [ ] 11-15 [ ] 16 and above
- What type of school are you in?
[ ] Mixed [ ] Girls Only [ ] Boys Only
- What category is your School?
[ ] District [ ] Provincial [ ] National
Part B: Effectiveness in supervising Curriculum management
- This section is designed to gather information on your perceived effectiveness in curriculum and instruction management. Use the following key to respond: –
VE – Very Effective E– Effective I – Ineffective VI – Very Ineffective
| Curriculum implementation | VE | E | I | VI |
| Specifying the subject syllabus and interpreting the same for each class | ||||
| Giving guidelines on diversified curriculum | ||||
| Ensuring the preparation of the schemes of work, records
of work and lesson plans by teachers |
||||
| Ensuring setting and administration of CATs and examinations | ||||
| Filing and maintenance of internal and external examinations in order to improve teaching and learning process. | ||||
| Co-coordinating the maintenance of students performance records in the school. | ||||
| VE | E | I | VI | |
| Improving curriculum and library materials e.g. new text books, library books, magazines e.t.c. | ||||
| Holding regular review meetings in the school | ||||
| Developing strategies that are in line with the school goals. | ||||
| Selection of materials and equipments for curriculum implementation | ||||
| Inviting resource persons from outside the school community to assist in teaching. | ||||
| Planning of important school events like academic clinic, prize-giving day. |
Part C: Effectiveness in supervising the work of the teaching staff
- In this section, indicate the extent to which you agree or disagree with the statements below, using the following key:
SA – Strongly Agree A – Agree D – Disagree SD – Strongly Disagree
| Influencing and motivating | SA | A | D | SD |
| I assign teachers duties and responsibilities without favour. | ||||
| In the assignment of duties and responsibilities, I consider teacher’s qualifications, interest and aspirations. | ||||
| I take interest in teacher’s professional development | ||||
| I encourage teamwork among teachers. | ||||
| I ensure that teachers feel secure both physically and psychologically at their work place. | ||||
| I give teachers the feeling that they can make a significant contribution to improve student classroom performance. | ||||
| Planning and Staffing | SA | A | D | SD |
| I try my level best to provide teaching /learning materials. | ||||
| When new teachers are posted in the school, I introduce them to the students and members of the teaching staff. | ||||
| I explain clearly to new teachers what is expected of them in their new teaching assignment. | ||||
| I give teachers the opportunity to be assigned classes they enjoy teaching. | ||||
| I ensure no teachers are overloaded with teaching work at the expense of the others | ||||
| Organizing, Directing, Controlling | SA | A | D | SD |
| I ensure the provision of school, class and teacher timetables for smooth co-ordination of teaching. | ||||
| I ensure that subject allocation is done fairly in my department. | ||||
| I regularly meet with teachers to discuss issues touching on teaching and learning (instruction). | ||||
| I visit teachers in their classes to observe them teach. | ||||
| I inform teachers in advance of intended classroom visits. | ||||
| I countercheck schemes of work against student exercise books. | ||||
| I encourage teachers to attend in-service courses. | ||||
| I show keen interest in improving the quality of teaching/ learning in the school. | ||||
| Consulting, Communicating and Evaluating | SA | A | D | SD |
| I provide feed back after evaluating the work of teachers. | ||||
| I help in the formulation and implementation of the schemes of work in all departmental subjects | ||||
| I evaluate instructional programmes (teaching/learning progress). | ||||
| I am doing the best I can to improve teaching / learning in the school. | ||||
Part D: Challenges faced in Instructional Supervision
- Which challenges do you face in your duties as an instructional supervisor in relation to the following?
- Teaching and Learning Resources
………………………………………………………………………………………….
- Teachers
…………………………………………………………………………………………..
- Students
………………………………………………………………………………………….
- Leadership support
………………………………………………………………………………………….
- Others
……………………………………………………………………………………….
- Suggest ways through which principals can be assisted to improve their effectiveness in instructional supervision
………………………………………………………………………………………….
APPENDIX B
QUESTIONNAIRE FOR TEACHERS
This questionnaire is designed to gather information about teacher perception of effectiveness of principals in instructional supervision. All your responses in the questionnaire will be treated with confidence. Please place a tick (√) on the items that apply to you unless a different direction is given.
Part A: Background Information
- What is your gender?
[ ] Male [ ] Female
- What it your highest Academic Qualification?
[ ] S.I. [ ] B.ED [ ] B.A./B.SC. [ ] P.G.D.E [ ] M.ED.
Others (Specify) …………………………………………….
- What is your experience as a teacher in years?
[ ] 1-5 [ ] 6-10 [ ] 11-15 [ ] 16 and above
- What type of you school are you in?
[ ] Mixed [ ] Girls Only [ ] Boys Only
- What category is your school?
[ ] District [ ] Provincial [ ] National
Part B: Effectiveness of the principals in supervising Curriculum implementation
- This section is designed to gather information on your perceived effectiveness of your principal in supervising curriculum implementation. Use the following key to respond: –
VE – Very Effective E– Effective I – Ineffective VI – Very Ineffective
| Curriculum and implementation | VE | E | I | VI |
| Specifying and interpreting the syllabus for specific classes | ||||
| Ensuring the preparation of the schemes of work, records of work and lesson plans by teachers | ||||
| Ensuring appropriate setting and administration of CATs and examinations | ||||
| Ensuring the filing and maintenance of internal and external examinations in order to improve teaching and learning process. | ||||
| Co-coordinating the maintenance of student’s performance records in the schools. | ||||
| Procure curriculum and library materials e.g. new text books, library books, magazines e.t.c. for the school. | ||||
| Hold regular review meetings in the school | ||||
| Has the principal developed strategies that are in line with the school goals. | ||||
| Selection of materials and equipments for curriculum implementation | ||||
| Inviting resource persons from outside the school community to assist in teaching. | ||||
| Planning of important school events like academic clinic, prize-giving day. | ||||
Part C: Effectiveness in supervising the work of the teachers.
- In this section, indicate the extent to which you agree or disagree with the statements below, using the following key:
SA – Strongly Agree A – Agree D – Disagree SD – Strongly Disagree
| Influencing and motivating | SA | A | D | SD |
| Principals assign teachers duties and responsibilities without favour. | ||||
| In the assignment of duties and responsibilities, principals consider teacher’s qualifications, interest and aspirations. | ||||
| Principal takes interest in teacher’s professional development | ||||
| Principal encourages teamwork among teachers. | ||||
| Principal ensures that teachers feel secure both physically and psychologically at their work place. | ||||
| Principal gives teachers the feeling that they can make a significant contribution to improve student classroom performance. | ||||
| Planning and Staffing | SA | A | D | SD |
| Principal provides teaching /learning materials. | ||||
| When new teachers are posted to the school, principal introduces them to the students and members of the teaching staff. | ||||
| Principal explains clearly to new teachers what is expected of them in their new teaching assignment. | ||||
| Principal gives teachers the opportunity to be assigned classes they enjoy teaching. | ||||
| Principal ensures no teachers are overloaded with teaching work. | ||||
| Organizing, Directing, Controlling | SA | A | D | SD |
| Principal ensures the provision of school, class and teacher timetables for smooth co-ordination of teaching. | ||||
| Principal ensures that subject allocation is done fairly in the department. | ||||
| Principal regularly meets with teachers to discuss issues touching on teaching and learning (instruction). | ||||
| Principal visits teachers in their classes to observe them teach. | ||||
| Principal informs teachers in advance of intended classroom visits. | ||||
| Principal counterchecks schemes of work against student exercise books. | ||||
| Principal encourages teachers to attend in-service courses. | ||||
| Principal shows keen interest in improving the quality of teaching/ learning in the school. | ||||
| Consulting, Communicating and Evaluating | SA | A | D | SD |
| Principal provides feed back after evaluating the work of teachers. | ||||
| Principal helps in the formulation and implementation of the schemes of work in all departmental subjects. | ||||
| Principal evaluates instructional programmes (teaching/learning progress). | ||||
| Principal talks to students about their academic progress and encourages them to improve. | ||||
| Principal is focused on improving teaching / learning in the school. |
Part D: Recommendations to Improve in Instructional Supervision
- What challenges do you think principals face in carrying out their duties as instructional supervisors? ………………………………………………………………………………………………………………………………………………………………………………………………
- Suggest ways through which principals can be assisted to improve their effectiveness in instructional supervision
…………………………………………………………………………………………………………………………………………………………………………………….
APPENDIX C
OBSERVATION SCHEDULE
Type of school……………………………………………………………………………..
Availability of relevant documents
Indicate the availability of the following records. Use the key below:
Rating Scale: 1.not available 2. Most not available 3. Some available 4. Most available 5. All available.
|
Document |
Not available | Most not available | Some available | Most available | All available |
| Syllabus | |||||
| Schemes of Work | |||||
| Lesson Plans | |||||
| Lesson Notes | |||||
| Analyzed Record of Assessment | |||||
| Record of Work done | |||||
| Inventory of teaching/learning Resources | |||||
| Record of school meetings | |||||
| Record of In-service Courses | |||||
| Record of Collegial Supervision | |||||
| A 3 year analysis of K.C.S.E Performance |
APPENDIX D
RESEARCH BUDGET
Preparation and writing of Research Proposal.
| Item | Quantity | Rate in Ksh | Total in Ksh |
| Typing and printing | 6 copies 50 pages each | 30Ksh | 9,000Ksh |
| Photo copying services | 6 copies of 50 pages | 5Ksh | 1,500Ksh |
| Spiral binding | 6 copies | 200Ksh | 1,200Ksh |
| Stationery | 500Ksh | ||
| Sub-total | 12,200 |
- Data Collection and Analysis
| Item | Quantity | Rate in Ksh | Total in Ksh |
| Typing and printing | Instruments (10 pages) | 20Ksh | 200Ksh |
| Photocopying instruments | An average of 1000 pages | 5Ksh | 5000Ksh |
| Field work ( transport) | 10 trips | 1000Ksh | 10,000 |
| Meals | For 3 people | 300Ksh | 9,000 |
| Sub-Total | 24,200 |
- Report Writing
| Item | Quantity | Rate in Ksh | Amount in Ksh |
| Typing and printing the report | 60 pages | 30 Ksh | 1,800 |
| Photocopying | 6 copies of 60 pages each | 5Ksh | 1,800 |
| Stationery | 2,000 | ||
| Binding | 6 books | 500 | 3,000 |
| Sub total | 8,600 | ||
| Grand total | 45,000 |
APPENDIX E
Time Frame of the study
| DATE | ACTIVITY | COMMENTS |
| January2012 | Formulation of problem | |
| February | writing the proposal | |
| March | Preparation of instruments | |
| April | Consultation with supervisors | |
| May | piloting of the instruments | |
| June | Adjusting the instruments | |
| July | Data collection | |
| August | Analysis of data | |
| September | Report writing | |
| October | Discussion with supervisor | |
| November | Submission of report | |
