Clinical Supervision Practices and Teachers’ Academic Performance in Turkana Central Sub County, Kenya

Abstract

Supervision entail one of quality assurance techniques that are used to ascertain that teachers conduct teaching within the expected level of student engagement and school academic performance. This study was conceptualized out of the current demand for intensive school-based instructional supervision to mitigate increasing reports of low teachers’ academic performance and inadequate by the QASO officers in Kenyan public secondary schools. Noting that teaching supervision is first lined as a duty of quality assurance of both HODs and principals, the present study examined the influence of supervision practices on teachers’ academic performance in public secondary schools. Specifically, the study covered the contribution of classroom visits on teachers’ performance; influence of classroom observations on teachers’ performance; evaluate the degree to which checking of professional records influences teachers’ performance; and examine the work related barriers that affect the supervisory duties of QASO officers in the county. The investigation employed descriptive survey research design and targeted a population of 8 principals, 48 HODs and one Sub-County CASO. The census method was used to select all the 57 participants to form the study sample size. Survey questionnaire was adopted to collect primary data from HODs and principals where interview schedule was adopted for the QASO officer and document analysis guide. A pilot study was carried among three principals, 18 HODs and three Sub-County QASO who were not within the study location. The gathered information was validated, then coded and analyzed through descriptive statistics and content analysis. The study findings established that the principals and HODs observed and evaluated teachers through face to face visits, they have prepared a timetable to regulate time for the entire school, they checked whether each class contained a copy of timetable which is used in the classroom lessons to ensure that the respective parts of the lesson plan cover the allocated time for effective management of time. The research also confirmed the availability of learning and teaching resources but at the same time this resources were not adequate. Also, it was indicated that QASO officers were limited with finances which restricted them from visiting and supervising public secondary schools on regular basis as required. The financial constraints which was as a result of delayed and poor fees payment inhibited provision of prerequisite facilities to attain the set education objectives that is academic improvement. Teacher turn-over and insufficient staffing has resulted to some public secondary schools to opt for BOM teachers so that to manage the work load. This has resulted to some schools to contain more BOM teachers than TSC teachers which heighten financial constraints. Thus, it was recommended that principals of the public secondary schools increase the frequency of classroom visitation by designing an elaborate plan on how to do it and spread it across all the classes. Moreover, principals should make a routine in checking of student’s exercise books more often so that they are capable to contain an overall picture on lessons taught in classes in order for them to be well informed on the areas to be corrected and detect laxity in teacher. Principals should make sure that they regularly check professional documents of teachers to design strategies for example on a weekly basis, teachers submit records to close-check on the instructional processes in public secondary schools. Finally, the QASO officers should make sure that the respective principals optimize instructional time and monitor closely academic achievement of students. The vii use of workshops seminars will assist to strengthen classroom visits of principals in order to adhere to lessons and provide feedback to teachers. It was suggested that further research to be conducted to investigate the role of principal in the administration and management of curriculum instruction on students’ academic attainment