Influence of Head teachers’ Instructional Supervision Practices on Teachers’ Classroom Performance in Rwanda

Abstract

The school head teachers are responsible to make effective instructional supervision for the purpose of enhancing performance of both teachers and school in general. The purpose of this study was therefore to examine the influence of head teachers’ instructional supervision practices on teachers’ performance in public primary schools in Gasabo district-Rwanda. The target population was 289 respondents. A sample size of 168 obtained using Yamane formula was used in the study. Interview guide and questionnaire were used as data collection instruments. Correlation research design was employed. The findings revealed there is a significance high degree of positive correlation between head teachers’ instructional supervision and teachers’ performance where Pearson coefficient (r) was 0.913 with the p-value=0.000<0.01. The study concluded that checking teaching methods, checking the availability and use of pedagogical documents and providing pedagogical guidance can improve teachers' classroom performance. The study recommended the ministry of education should provide head teachers with instructional supervision training in public primary schools in Rwanda to improve teachers' performance. Educational planners should make an effective setup to enhance teachers' performance to make up for effective instructional supervision implementation in Rwanda's public primary schools. School head teachers should carry out regular supervision to improve teachers' performance and ensure that teachers effectively use instructional materials. Keywords: Head teacher, instruction supervision, classroom performance, teacher performance