Headteachers’ supervision practices in teaching/learning and pupils’ academic performance in public primary schools in Kenya

Abstract

This study sought to investigate the influence of primary school head teachers’ supervision practice of checking of professional records on academic performance in public primary Kenya. The study objectives sough to establish the influence of head teachers’ practice of checking of lesson plans and the records of work covered on students’ academic performance in public primary schools in kangundo sub county, Kenya. The study used psychological theory of supervision. The study employed descriptive survey research design. The target population comprised of 32 schools which consists of all the 32 headteachers and all the 338 primary school teachers in Kangundo Sub County. Census was used to select 29 schools. A sample of 102 teachers was derived using simple random sampling techniques. Data collection was done by use of questionnaires. Validity of the tools was done by piloting of data collection tools in schools which did not participate in the main study. Descriptive statistics were used to analyze quantitative data which was presented by use of frequency distribution tables. The study findings revealed from the headteachers 33.3% and majority of the teachers 59.2% that the headteachers never checked the lesson plans. About 44.4% of the headteachers and 53.1% teachers indicated that the headteachers never checked the records of work covered. The study concluded that lack of head teachers’ practice of checking of professional documents affected academic performance. Based on the study findings, the study recommended that headteachers should increase the frequency and diligence of checking of professional documents.