Abstract
Education is widely seen as one of the most promising paths for individuals to realize better, more productive lives and as one of the primary drivers of national economic development. Education also forms the basic component upon which economic, social and political development of any nation is founded. With an ever-increasing population and expanding globalization, the country’s education system continues to experience shortcomings which affect the end product. The primary purpose of this study was to determine the impact of instructional supervision methods on students’ academic achievement and teacher’s effectiveness in curriculum implementation in public secondary schools in Nakuru County. The study was guided by the following specific objectives; (i) To Investigate the effectiveness of instructional supervision methods used by principals in enhancing students’ academic performance in public secondary schools in Nakuru County and (ii) To establish the influence of Instructional Supervision methods used by principals on Teachers’ effectiveness in public secondary schools in Nakuru County The study employed correlational research design as it sought to find out the relationship between the research variables under study. The study was underpinned by the Symbolic Interaction Theory as stipulated by Blumer (1969). The study was conducted in Nakuru County between February 2016 and June 2020. The target population was 65 principals 1800 teachers and the County Director of Education. Purposive stratified and systematic sampling were used to obtain 16 principals and 200 teachers. Data was collected through primary sources such as questionnaires, interviews and document analysis. Secondary sources such as articles, journals and internet were used to define the research gap. A pilot survey was done in the neighboring Baringo County to check the validity and reliability of research Instruments. Data was analyzed using Pearson Moment Correlation formula and hypothesis were tested using chi-square test of independence. The results of the study will be availed to the Kenya Ministry of Education to guide policy, the recommendations will also provide useful literature for further research. The following recommendations were suggested: to improve school administration, develop teachers’ professionalism through robust instructional supervision and improve secondary school student’s academic performance.
Highlights
Education is highly regarded among the most rewarding investments to aid a child’s well-being, development, survival and foremost enable their growth (UNICEF, 2014)
The study was guided by the following specific objectives; (i) To Investigate the effectiveness of instructional supervision methods used by principals in enhancing students’ academic performance in public secondary schools in Nakuru County and (ii) To establish the influence of Instructional Supervision methods used by principals on Teachers’ effectiveness in public secondary schools in Nakuru County The study employed correlational research design as it sought to find out the relationship between the research variables under study
The calculated correlation value reaffirmed that Regular Instructional Supervision of teachers has a measurable impact on student’s academic achievement in Nakuru County. 3.2 Research Question 2 How does instructional supervision methods used by principals enhance Teachers’ effectiveness in public secondary schools in Nakuru County?
Summary
Education is highly regarded among the most rewarding investments to aid a child’s well-being, development, survival and foremost enable their growth (UNICEF, 2014). Investing in education helps facilitate economic growth, improve productivity, reduce societal inequality and facilitate social development (Namunga, 2017). The Kenyan government continues to reach out for learners to attend the basic education level of schooling. The MOE is focusing on 100% transition from primary schools to secondary schools Despite these increased efforts to improve the literacy level of the country’s population, it’s the quality of the service that matters. The instructional quality of the teacher goes hand in hand with the level of students learning. The latter and the former are dependent on sustained and rigid school-based supervision (Allida et al, 2017)
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