Abstract
The aim of this paper is to describe how instructional supervision activities influenced curriculum implementation in selected North Rift counties public secondary schools in Kenya. Key educational stakeholders in the region are concerned with deteriorating quality education and that is why the study determined how internal quality assurance and standards of instructional supervision was carried out in the schools. This study was conducted in three counties in Kenya; Elgeyo-Marakwet, West Pokot and Baringo Counties. The paper adopted a descriptive survey research design targeting teachers, principals and sub counties quality assurance and standards officers. The study used questionnaire and interview schedule as instruments of data collection. Data analysis was done using descriptive and inferential statistics. Qualitative data analysis was done using thematic method. Research findings showed that instructional supervision had a significant influence (β=0.203 and p=0.05) on curriculum implementation in schools. the paper recommends that there is need for principals to continuously work with teachers on how to improve and revolutionise their teaching and learning approaches to match with the current and global trends in the teaching profession. Article visualizations:
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