SUPERVISORY ROLE OF PRINCIPALS IN ENHANCING TEACHERS’ PROFESSIONAL DEVELOPMENT IN SECONDARY SCHOOLS IN KITUI WEST DISTRICT, KENYA

Abstract

This study investigated the Supervisory role of Principals in enhancing Teachers’ Professional Development in Secondary schools in Kitui West district, Kenya. The study was guided by the following research questions: What are the supervisory skills needed by the principals in supervision of teachers in Kitui West District? What supervisory activities do Principals carry out to enhance teachers’ professional development? Which professional development programmes are available for teachers in Kitui West district? What are the challenges faced by principals in professional development of teachers in Kitui West district? What are the possible solutions to the challenges faced by principals in professional development of teachers? The study employed both descriptive survey and phenomenology research designs. Stratified random sampling and purposive sampling were used to select the participating schools. The study targeted 30 Principals, 237 Teachers and 5 District Education Personnel in Kitui West district. Information was obtained from the respondents through the use of questionnaires, interview guide and document analysis guide. Quantitative data collected were analyzed using descriptive statistics such as frequencies and percentage with the help of SPSS computer programme, while qualitative data were summarized in themes based on research questions and presented in narrative form and direct quote from participants. Findings revealed that some principals needed to acquire further skills in supervision of teachers. It was also found that supervisory activities such as checking of teachers’ records, classroom visits and team teaching were often delegated to HoDs and Subject heads. The role of the principals in supervision of teachers was limited. School-based workshops or seminars were rarely organized by principals while majority of principals relied solely on outside-school professional development programmes to enhance teachers’ capacity. The study also established that the most common hindrances to principals’ supervisory role included financial constraint, teachers’ negative attitude towards supervision, high workload on teachers, limited opportunities to attend professional development among others. The study therefore recommended that the MoE should allocate adequate funds towards teachers’ professional development programmes; MoE should organize regular seminars to improve principals’ supervisory skills and that the TSC should recruit more teachers to alleviate the challenge of understaffing among others.