Head teachers’ supervisory practices and teachers’ work performance in public primary schools in Khwisero Sub-County, Kakamega- Kenya

Abstract

ABSTRACT This study focused on the influence of head teachers’ supervisory practices on teachers’ work performance in public primary schools in Khwisero Sub-County. Although head teachers’ supervisory practices and teachers’ work performance are critical for school output, no targeted similar study was found in Khwisero sub-county. The study sought to establish the supervisory practices employed by head teachers, work performance exhibited by teachers, and challenges experienced by head teachers in supervision of teaching. It was grounded on Douglas MacGregor’s theory X theory Y which segregates workers into intrinsically motivated on one side and extrinsically motivated workers on the other. The study adopted a mixed methods research design where both quantitative and qualitative data was collected and analyzed. The questionnaire was used to collect quantitative data from the pupils and teachers while the interview guide was used to collect qualitative data from the head teachers, board of management members and education officers. The document analysis guide was important in collaborating information given. A sample of 18 head teachers, 18 board of management members, 144 class teachers, 144 pupils and 5 education officers were adopted. Reliability of the quantitative research instrument was established through a pilot program where results from 10 students and 10 teachers from a school outside the study sample were tested to generate the correlation coefficient for each category. Reliability of the qualitative data was based on the trustworthiness of both the researcher and the respondents based on their standing in the community. Results were interpreted and converged to provide a solution to the research problem. It was established that, among other things, head teachers used regular class visitations, pedagogical documents, and prefects to enhance teachers’ work performance. However, the head teachers failed to establish the approach to adopt on teachers based on their individual differences. Teachers with theory Y tendencies seemed offended when head teachers closely supervised them. For them, this alluded to a lack of trust in their capacities. However, teachers with theory X tendencies needed close supervision because without it, they would sneak out of school and relax on achievement of their various assignments. On the other hand, teachers checked pupils’ assignments, took daily attendance, and followed up on pupils’ absence from school. Head teachers faced challenges like lack of support from the community, lack of finances to support purchase of materials and insufficient teachers in implementing the various supervisory practices. Based on the study findings, it was recommended that the Ministry of Education should emphasize supervision-based training to enhance head teacher’s supervisory roles. Head teachers should maintain instructional supervision by conducting class observation and checking teachers’ professional documents. They should also develop appropriate motivational programs that would encourage teacher work performance. Members of the school board of management should also be carefully selected and well trained in school matters in order to be clear about their roles and responsibilities so as to guarantee maximum work performance among teachers.