INFLUENCE OF PRINCIPALS’ SUPERVISORY ROLE ON TEACHERS’ JOB PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN KANGUNDO, MACHAKOS COUNTY, KENYA

Abstract

The study sought to examine the influence of the principal’s supervisory role on teachers’ job performance in secondary schools in Kangundo Sub-County, Machakos County. The study was guided by the following research questions: how does the role of the principal on classroom visitation, checking of professional documents, provision of teaching and learning resources and teacher performance appraisal influence teacher job performance? The constraints faced by the principal in performing instructional supervisory roles and the possible solutions towards the same. The study employed a convergent parallel mixed design method specifically cross-sectional survey and phenomenology designs. The study sampled 8 principals, 56 teachers and 104 students selected from 8 public schools within Kangundo Sub- County. The data from the principals was gathered through interview while data from teachers and students was through a questionnaire. Descriptive statistics was used to analyze quantitative data through frequency, percentage, mean and standard deviation. Qualitative data was categorized into themes and presented in form of narratives. The study findings indicated that most principals do not make regular classroom visits to ensure teacher content delivery, do not provide teaching and learning resources and are not keen to ensure that the teachers prepare professional documents. Teacher performance appraisal has not been well received by the teachers and some schools do not have well-equipped science laboratories as well as adequate teachers. The study recommended the need for planning of supervision process, sensitization on the importance of appraisal and a reduction of teacher workload by employing more teachers. Teacher motivation, discipline among students as well as provision of teaching and learning resources are also necessary.