INFLUENCE OF PRINCIPALS’ SUPERVISORY ROLE ON TEACHERS’ JOB PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN KANGUNDO, MACHAKOS COUNTY, KENYA MARTHA WAIRIMU KAMOTHO A Thesis Submitted to the Department of Postgraduate Studies in the Faculty of Education in Partial Fulfillment for the Award of Master’s Degree in Educational Administration and Planning THE CATHOLIC UNIVERSITY OF EASTERN AFRICA NAIROBI - KENYA MAY, 2019
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INFLUENCE OF PRINCIPALS’ SUPERVISORY ROLE ON TEACHERS’
JOB PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN
KANGUNDO, MACHAKOS COUNTY, KENYA
MARTHA WAIRIMU KAMOTHO
A Thesis Submitted to the Department of Postgraduate Studies in the Faculty of
Education in Partial Fulfillment for the Award of Master’s Degree in
Educational Administration and Planning
THE CATHOLIC UNIVERSITY OF EASTERN AFRICA
NAIROBI - KENYA
MAY, 2019
ii
iii
DEDICATION
I dedicate this work to the congregation of the Religious of the Assumption from the
East African province as well as my mum and siblings who have all along encouraged
me to pursue my studies to the end.
iv
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.
v
ACKNOWLEDGEMENTS
I wholeheartedly thank the Almighty God for His fundamental guidance,
strength and good health, which has enabled me to reach this far. I am very grateful to
my Supervisors Sr. Dr. Jacinta M. Adhiambo and Mr. Stephen Mailu whose tireless
and valuable pieces of advice have been extremely helpful to the development of this
thesis. Their corrections, constructive criticism, guidance, patience, and encouraging
remarks have greatly motivated me. They have enriched me with the necessary skills
and knowledge in thesis writing. I am really grateful to them.
My appreciation goes to the CUEA librarian for guiding me to access the
information necessary for my study. For all those who took time to proof read my
work including Sr.Vicenta Javier from the Religious of the Assumption, Mr. Samuel
Mbogo from Marist International College, Mr. Simon Wachira from Tangaza
University College and Ms. Miriam Ayieko from CUEA press feel appreciated.
Thanks to my Provincial Superior Sr. Lucy Diu and community members of
the Religious of the Assumption for allowing and supporting me as I pursue a
Master’s degree course in Education Administration and Planning. My appreciation
goes to all the lecturers and classmates from Catholic University for all the assistance
I received. May they be blessed.
I thank the National Council for Science Technology and Innovation for
offering me the permit to conduct this study. I thank all my respondents at Kangundo
Sub-County, Machakos for their active participation and co-operation in providing the
necessary information required for this study.
vi
TABLE OF CONTENTS
DECLARATION ................................................................. Error! Bookmark not defined.
DEDICATION ........................................................................................................................ iii
ABSTRACT ............................................................................................................................ iv
ACKNOWLEDGEMENTS..................................................................................................... v
TABLE OF CONTENTS ....................................................................................................... vi
LIST OF FIGURES ................................................................................................................ ix
LIST OF ABBREVIATION .................................................................................................. xi
CHAPTER ONE ...................................................................................................................... 1
3.1 Research Design ................................................................................................................................ 59
3.2 Description of the Study Area ...................................................................................................... 60
3.3 Target Population ............................................................................................................................. 60
3.4 Sample Size and Sampling Procedures .................................................................................... 61
3.4.1 Sampling of Schools ................................................................................................................. 61
3.4.2 Sampling of Principals ............................................................................................................ 61
3.4.3 Sampling of Teachers ............................................................................................................. 62
3.4.4 Sampling of Students .............................................................................................................. 62
3.5 Description of Research Instruments ....................................................................................... 62
3.5.1 Questionnaires for Teachers ............................................................................................... 63
3.5.2 Questionnaire for Students .................................................................................................. 63
3.5.3 Interview Guides for Principals.......................................................................................... 64
3.6 Validity, Pilot testing of Reliability of Research Instruments ......................................... 64
3.7 Pilot Study ............................................................................................................................................ 65
Source: Adapted from Mohsen Tavakol & Reg Dennick (2011).
The reliability co-efficient was computed using the SPSS packaging version
21. The total Alpha coefficient was 0.734, (Appendix B) which as illustrated in the
table 3 is acceptable. The questionnaire was therefore accepted as reliable instrument
for the study.
3.9 Trustworthiness of Qualitative Data
The researcher carried out the credibility and reliability of qualitative data to
ensure data reliability and validity. The importance of this is to assess the overall
confidence and usefulness of the outcomes. The researcher used triangulation which
was accomplished by asking the same research questions to different study
participants and also by using different methods like conducting interviews and the
use of open ended questions in order to show that the findings were credible.
Description was used to show that the research study findings could be applicable to
other contexts, circumstances and situations. The findings were based on participant’s
responses and not any potential bias or personal motivations of the researcher. In
order to establish dependability the researcher used an expert in the area of research
67
for a review and examination of the research process and data analysis to ensure the
findings were consistent and could be repeated.
3.10 Data Collection Procedures
The researcher obtained a letter of introduction from HOD for post graduate
studies in education at CUEA. A research permit was obtained from the national
Commission for Science Technology and Innovation. A letter from the County
education office and District Commissioner authorizing the conduct of the research in
Kangundo was issued to the researcher. The researcher personally conducted the
interviews and delivered the questionnaires to the various respondents in the sampled
schools. The respondents were given instruction and assured of their confidentiality
after which they filled in the questionnaires along with the interview sessions. The
researcher then collected the filled in questionnaires and later compiled the report
from the interview sessions within the stipulated time as agreed upon with the
respondents.
3.11 Data Analysis Procedures
After data collection from the field with the use of questionnaires and
interview guide, it was analyzed using both qualitative and quantitative methods. The
researcher first reported the quantitative statistical results by use of tabulation and
then analyzed in frequency tables and percentages with the help of SPSS software
version 21. The qualitative data gathered through interview guide and open ended
questions was analyzed in narrative form in order to either confirm or disconfirm the
statistical results.
68
3.12 Ethical Considerations
Ethics is concerned with morality and standards of conducting a research
(Kamau, Githi & Njau, 2014). According to Creswell (2014), ethics in research deals
with one’s conduct and serves as a guide to one’s behaviour. The researcher therefore
strived to adhere to all the ethical procedures required in a research of this nature.
Informed consent, privacy and confidentiality, anonymity and responsibility of the
researcher were the major ethical issues of concern.
After approval of the research proposal, the researcher sought permission from
CUEA to conduct research. The research permit was submitted to the principals of the
schools under study for permission to collect data in their institutions. The researcher
consequently presented a consent form to each participant in the study for signing.
The researcher also explained to the respondents the purpose of the study before the
data collection exercise being carried out. This was done to ensure that their informed
consent was obtained and to observe that no one was coerced to participate in the
study (Oso & Onen, 2011).
All research participants had a right to privacy and confidentiality (Ngigi,
Wakahiu & Karanja, 2016). The researcher ensured that the discreet information
derived from participants was treated with utmost confidentiality. Moreover, no one
was allowed to write their names or that of their schools on the questionnaires.
Similarly, the researcher observed the confidentiality of data, anonymity, privacy and
safety of the participants.
The researcher made sure that none of the respondents was subjected to any
form of risk whatsoever. Hence, adequate measures were undertaken to make sure
that no participant was affected negatively by the study. The researcher made sure
that that all the sources consulted were cited, referenced and acknowledged as
69
required in any scholarly piece of work and specifically in adherence to the American
Psychological Association (APA) Manual (6th edition).
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CHAPTER FOUR
DATA PRESENTATION, INTERPRETATION AND DISCUSSION OF
FINDINGS
4.0 Introduction
This chapter deals with data presentation, discussion and analysis against the
objectives of the study. The themes discussed in this chapter include: instrument
return rate; demographic information of head teachers, students and teachers
disaggregated on basis of gender, age, professional qualifications, training and
experience; The role of the principal in the observation of the classroom, the
examination of professional documents, the role of the principal in providing teaching
and learning resources and the role of teacher evaluation. The chapter further presents
qualitative data obtained from the head teacher interviews, teacher and students
questionnaire.
4.1 Research Instrument Return Rate
The researcher sought to obtain demographic information from the teachers
and students. The questionnaires sought to find out about the gender, age,
professional qualifications, duration and position held. The findings are presented on
the frequency tables, bar graphs and pie-charts.
4.1.1Demographic of Participants
4.1.2 Distribution of Students According to Age and Gender
The age and gender of students and teachers who participated in the study is
presented on table 4.
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Table 4
Students Gender * Age Cross Tabulation
Age Total
15 - 17
years
17 - 19
years
20 - 22
years
22 years and
above
Gender Male 9 27 0 2 38
Female 34 29 2 1 66
Total 43 56 2 3 104
The age distribution analysis shows that 9 male students and 34 female
students ranged between 15-17 years, 27 male and 28 female students were in the age
bracket of 17-19 years, 2 female students were about 20-22 years while 2 male and 1
female students were in the age bracket of 22 years and above. This implies that
majority of the students were between 17- 19 years. The students from upper classes
targeted were well represented since they were believed to have more information
given their longer experience of being in school. Likewise, there were 38 male
student participants and 66 female participants. This implies that there were more
female student participants than male student participants. In this finding both genders
were represented albeit in different proportions.
72
4.1.3 Distribution of Teachers According to Age and Gender
This section presents the age and gender of teachers. This section helped the
researcher to know the teachers distribution according to age and gender and how it
influences supervision of teachers’ and their job performance
Table 5
Teachers Gender * Age cross Tabulation
Age Total
Below 24
years 25-29
years 30-39 40-49
years 50 years
and above
Gender Male 2 11 11 2 3 29
Female 1 15 5 5 1 27
Total 3 26 16 7 4 56
The age distribution of teachers indicate that 2 male and a female teacher were
aged below 24years, 11 male and 15 female teachers were aged 25-29 years, 11 male
and 5 female teachers were in the age bracket of 30-39 years, 2 male and 5 female
teachers were in the age bracket of 40-49 years while the least 3 male and a female
teacher were aged 50 years and above. This implies that majority of the teachers
working in Kangundo are still young and have not been in the teaching profession
long enough.
The gender analysis demonstrates that there were 29 male teacher participants
while the remaining 27 were female teacher participants. This was an indication that
male teacher participants slightly outnumbered their female counterparts. The use of
gender enriched the research study in the sense that different sexes have diverse
experiences while performing their roles.
73
4.1.4 Distribution of Teachers’ Professional Qualification
The results of the distribution of teachers according to their academic
qualification are illustrated as follows:
Diploma
7%
Bachelor
82%
Masters
11%
Teachers' Professional Qualificaton
Diploma Bachelor Masters
Figure 2
Teachers’ Professional Qualification
Teachers need to show professionalism in their manner of teaching and
interacting with students in and outside the classroom. The findings of the research on
teachers professional qualification shows that 82% are undergraduates, 11% are
Masters Degree holders while 7% are Diploma holders. Majority of the teachers are
therefore qualified and have enough skills of teaching, which ought to facilitate
students’ good academic performance.
74
4.1.5 Teaching Experience
The study embarked on establishing the teaching experience of the teachers
under study. The result of this analysis is presented as follows:
Table 6
Teaching Experience
Teaching Experience Frequency Percentage
< 1 Year 2 3.6
1 - 5 years 33 58.9
6 - 10 years 8 14.3
11 - 15 years 4 7.1
16 - 20 years 3 5.4
21 years & above 6 10.7
Total 56 100.0
Teaching experience analysis shows that those who had taught for 1-5 years
were 58.9%. Those who had taught for 6-10 years were 14.3%, those who had taught
for 21 years and above were 10.7 % whereas 7.1% had taught for 11-15 years, 5.4 %
had taught for 11-15 years while 3.6% had less than one year teaching experience.
This implies that teachers who had taught for 1-5 years were the majority. Teachers
with many years of teaching experience are better positioned to handle the
instructional processes in the school as compared to newly trained teachers.
4.1.6 Distribution of Students According to Duration at Current School
The results of distribution of students according to duration spent at their
current school are illustrated in Figure 3.
75
Figure 3
Students' Duration at Current School
Result from Figure 3 indicates that 8.7% of the students had been in their
current school for a period of one year, 24% for 2 years; 30.8% for 3 years and36.5%
for four years. This was an indication that many student respondents were from upper
classes and had spent more time in school and observed how different teachers
contribute to their academic achievement.
76
4.1.7 Distribution of Teachers according to their Duration as Secondary School
Teachers
The study sought to find out how long the teacher respondents had been
working as instructors in secondary school as illustrated in Figure 4.3.
Figure 4
Teaching Experience
The research findings indicate that 3.6%had been working as teachers for less
than 1year, 58.9%had an experience of 1-5years, 14.3% had 11-15years 5.4% for 16-
20 years and 10.7% had an experience of 21 years and above. This shows that
Majority of the teachers in Kangundo Sub-County are still young in their teaching
profession.
77
4.1.8 Distribution of Students According to Classes
The distribution of students according to classes is represented in the bar chart below.
Figure 5
Distribution of Students According to Classes
Results shown in Figure 5 indicate that 8.7% of the students were in form one,
24% were in form two, 30.8% were form threes and 36.5% were in form four. This
was an indication that student respondents were evenly distributed with a few
majority from upper classes given their longer experience in school and are believed
to have observed how different teachers contribute to their academic achievement.
78
4.1.9 Distribution of Teachers According to the Position’s Held
The study embarked on establishing the positions held by the teacher
respondents as presented on Table 7.
Table 7
Teachers' Position at School
Teachers Position Frequency Percent Classroom teacher 19 33.9 Subject teacher 17 30.4 HOD 10 17.9 Deputy Head 3 5.4 Class and subject teacher 4 7.1 Class teacher and HOD 1 1.8 Class teacher, Subject teacher and HOD 2 3.6 Total 56 100.0
From the analyses of the data given in Table 7, it was found out that 33.9% of
the teachers were classroom teachers, 30.4% were subject teachers, 17.9% were heads
of department, 5.4% held the position of deputy head teachers, 1.8% were both class
teachers and subject teachers and 3.6% were class teachers, subject teacher as well as
heads of department. This implies that the position with most of the teachers is
classroom teacher. The results also show that some teachers had been assigned with
multiple tasks. The results showed that many schools in Kangundo lacked enough
teachers. The lack of enough teaching staff in the schools contributed to teachers
being assigned to several responsibilities.
4.2 Instructional Supervisory Roles Principals Play in Public Secondary Schools
The researcher sought to examine the relationship between the role of the
principal in supervision and the teachers’ job performance in Kangundo Sub-County,
79
Machakos County. The researcher had an interest to find out students’ views on
principal’s instructional supervisory role in their respective schools and how it
influences teachers’ job performance. The results of this analysis are as follows:
4.2.1 Students’ Response
Table 8
Students' Response
Statement SD D U A SA Mean Std.
Dev.
The principal makes visits
to class room to observe
teaching and learning
42
(40.4) 30
(28.8) 7
(6.7) 12
(11.5) 13
(12.5) 2.3 1.42
The teachers observe other
teachers in class 29
(27.9) 25
(24.0) 8
(7.7) 24
(23.1) 18
(17.3) 2.8 1.50
The teachers always use
teaching and learning aids
during the lesson
59
(56.7) 30
(28.8) 6
(5.8) 7
(6.7) 2 (1.9) 1.7 .99
The teachers observe
instruction time by
punctuality
52
(50.0) 37
(35.6) 4
(3.8) 4
(3.8) 7 (6.7) 1.8 1.13
The principal ensures that
the time allotted for all
subjects is adequate
67
(64.4) 25
(24.0) 2
(1.9) 1
(1.0) 9 (8.7) 1.7 1.17
The principal checks
students assignment and
continuous assessments
scripts to ensure regular
marking takes place
21
(20.2) 28
(26.9) 13
(12.
5)
19
(18.3) 23
(22.1) 2.95 1.47
The principal ensures
teachers cover syllabus for
all subjects taught
67
(64.4) 22
(21.2) 5
(4.8) 9
(8.7) 1 (1.0) 1.61 .99
The principal monitors
students’ academic
progress
67
(64.4) 33
(31.7) 2
(1.9) () 2 (1.9) 1.43 .72
The principal ensures there
are enough text books for
each subject
73
(70.2) 17
(16.3) () 4
(3.8) 10
(9.6) 1.66 1.28
We are provided with
exercise books for all the
subjects
86
(82.7) 15
(14.4) () () 3 (2.9) 1.26 .74
The principal ensures all
lessons have teachers 66
(63.5) 26
(25.0) 2
(1.9) 3
(2.9) 7 (6.7) 1.6 1.12
The school has well
equipped science
laboratories
24
(23.1) 27
(26.0) 5
(4.8) 10
(9.6) 38
(36.5) 3.11 1.66
80
From the analysis of the data given, it was found out that 96% of the students
did not get exercise books for all the subjects. This is an indication that majority of
the students are not provided with exercise books in their schools. Principal 7 (July,
2018) explained that the government does not provide exercise books for students.
Each student is supposed to buy his/her own exercise books. Instructional materials
are essential and significant tools needed for teaching and learning of school subjects
to promote teacher efficiency and improve students’ performance.
From the findings on the statement that the principal monitors students’
academic progress, 96% disagreed. On whether the principal ensures that the time
allotted for all the subjects is adequate, 88% of the students disagreed. The researcher
sought to find out if the principal ensures teachers cover syllabus for all subjects
taught to which 86% of the students disagreed. 86% of the students were of the view
that teachers did not observe instructional time through punctuality and did not use
the teaching and learning aids. 77% did not have text books for all the subjects.
On whether the principal makes regular visits to the classroom to observe
teaching and learning, 69% disagreed. Concerning teachers observing other teachers
during lessons 52% of the students disagreed while 40% agreed. This indicates that in
some schools the teachers were observing other teachers in class. 49% of the students
indicated that they did not have well equipped science laboratories while 46%
indicated that they had well equipped laboratories. This shows that some schools have
good learning facilities while others do not have.
4.2.2 Teachers and Principal’s Responses
The researcher had an interest to find out teachers’ and principal’s views on
principal’s instructional supervisory role in their respective schools through
81
classroom visitation, checking of professional documents, provision of teaching and
learning resources as well as teacher performance appraisal and how this influences
teachers’ job performance. The results of this analysis are as follows:
4.2.3 Teachers’ Response N=56
Table 9
Role of the Principal in Classroom Observation
Statement SD D N A SA Mean Std.
Dev.
i. The principal
regularly
conducts
classroom visits
to ensure teacher
content delivery
is in line with the
recommended
syllabus
12
(21.4)
29
(51.8)
6
(10.7)
7
(12.5)
2
(3.6)
2.25 1.04
9
ii. The teachers in
the school
observe one
another when
teaching
13
(23.2)
31
(55.4)
3
(5.4)
6
(10.7)
3
(5.4)
2.20 1.08
6
iii. The principal
checks on the
teaching and
learning aids used
by the teacher
9
(16.1)
29
(51.8)
9
(16.1)
9
(16.1)
() 2.32 .936
iv. As a teacher I
observe
instruction time
by punctuality
36
(64.3)
20
(35.7)
() () () 1.36 .483
v. After classroom
observation, we
discuss the results
with the head
teacher in view of
improving the
instructional
practices
14
(25.0)
25
(44.6)
5
(8.9)
10
(17.9)
2
(3.6)
2.30 1.14
3
82
The researcher sought to find out if the teachers observe instruction time
through punctuality to which all the teachers were in agreement. This contradicts the
data received from students whereby 86% indicated that the teachers did not observe
punctuality. From the interview guide the principals were of the opinion that with the
new guidelines from TSC where students mark teachers’ attendance register, many
teachers were making an effort except for some few cases where the teachers allude
with the students leaders to indicate them presence in the attendance register.
The teacher respondents were asked whether teachers in the school observe
one another when teaching to which 79% disagreed. This shows that majority of the
teachers rarely observed one another when teaching. Based on the overwhelming
majority, it is safe to say that teachers in the school do not observe one another when
teaching. This finding is validated by that of students who were of opined that
teachers do not observe one another while teaching. This finding is in agreement with
the principal interviewed in June (2018) who expressed that:
Teachers are grown-ups who have gone through teacher training and some
have been in the teaching profession for some time. This form of supervision
should mainly be emphasized towards the teachers going through training
during their teaching practice which can even be prolonged in cases where
untrained teachers are not fully competent.
This contradicts the essence given to teacher supervision through classroom
visitation whereby teachers observing other teachers in class can increase trust and it
is also a means of participating in a professional and collaborative learning
community. Teachers can benefit from that opportunity to engage in reflective
dialogues about their work with a focus of improving students’ academic
achievement. According to the Code of Regulation for Teachers (2015), teachers are
83
supposed to assess their individual competencies and performance thus the need to
affirm each other through peer observation. Being observed by another teacher also
leads to teacher collegiality where the teachers can come up with suggestions about
how to handle behavior problems portrayed by students as well as opportunities to
share successful teaching approaches with the teacher observer.
On whether the principal make visits to classroom to observe teaching and
learning, 73% shows disagreement. The results concur with that of the students who
also disagreed that the principal conducts classroom visits to observe whether
teachers’ content delivery is in line with the recommended syllabus. This is also in
conformity with the information received through the interview guide. Principal
interviewed in July, (2018) had this to say:
At times I feel overwhelmed and cannot do much in classroom visitation
because the TSC expects me to teach in class, attend to my administrative
duties and other demands, which may arise on the line of duty.
This implies that indeed, the principals does not make visits to classroom to
observe teaching and learning which is important for the supervisors to ensure that
teachers’ perform their duties as outlined in the contracts. This is likely to decrease
teachers’ job output. Panigrahi (2012) recommended that live observation of lesson
presentation is the only way a principal can gain an insight into the quality of teaching
and learning in the school.
The researcher sought to find out if the principal checks on the teaching and
learning aids used by the teacher 68% disagreed. This is an implication that many of
the participants are in disagreement that the principal checks on the teaching and
learning aids used by the teacher. From the findings we discover that majority of the
84
principals are not keen to check on the teaching and learning aids used by the teachers
in the course of teaching. This finding is equally collaborated by that of students.
The teacher respondents were asked whether after classroom observation they
discuss results with the principal in view of improving the instructional practices to
which 70% of the teachers disagreed. From the data collected from the principals
through the interview guide the principals expressed that they were overloaded by
administrative work. Some felt that teachers are trained and are in a position to find
out their areas of weaknesses and find ways of improving their work performance.
Table 10
Checking of Professional Documents by Principal
Statement SD D N A SA Mean Std.
Dev. i. The time allotted for
curriculum instruction
is adequate
12
(21.4) 24
(42.9) 4
(7.1) 10
(17.9) 6
(10.7) 2.54 1.307
ii. The principal checks
teacher's records of
work from time to
time
20
(35.7) 27
(48.2) 3
(5.4) 6
(10.7) () 1.91 .920
iii. The principal ensures
teachers cover syllabus
for all subjects taught
26
(46.4) 27
(48.2) 3
(5.4) () () 1.59 .596
iv. The principal checks
records of student's
progress after each
assessment
18
(32.1) 25
(44.6) 6
(10.7) 5
(8.9) 2
(3.6) 2.07 1.059
On whether the principals ensure teachers cover syllabus for all subjects
taught, 95% of teacher respondents disagreed. Based on the overwhelming majority, it
is evident that most principals do not ensure that teachers cover syllabus for all
subjects taught. Concerning the role of the principal in ensuring syllabus coverage,
principal two (July, 2018) expressed that:
85
In most cases I supervise on teacher syllabus coverage through close follow-
up from the HODs. I also get feedback on teachers’ commitment from
students through questionnaires issued to students for evaluation on
instructional process, facilitating students ‘barazas’ where students share their
opinions freely and through the suggestion box.
On the role of principal of checking teachers’ professional documents like
records of work, 83.9% of teachers disapproved. The overwhelming majority is an
indication that majority of the principals do not check teachers’ records of work from
time to time. The findings are in conformity with principal three (July, 2018), who
remarked that:
Several teachers have many years of teaching experience and might therefore
not see the need to prepare lesson plans since this is also a time consuming
exercise and our teachers have a high workload since they are few as
compared to the number of students, may be just for formality anyway. The
teachers prepare lesson notes which they use while teaching.
The teacher respondents were asked whether the principals’ check records of
students’ progress after each assessment, 77% were in disagreement. This implies that
majority of the principals do not check records of students’ progress after each
assessment. From the interview guide principal 6 (July, 2018), expressed that it is the
duty of teachers to monitor the students’ progress by use of testing policy whereby
after every sitting continuous assessment test, the teacher get a record of all the
students’ performance and create time to discuss the scores with the students. This
was in line with principal 3 (July, 2018) who also opined that the class teachers were
better positioned to follow up the students progress since they interact with them on a
regular basis. The principal might not be able to know and attend to all the students in
86
the school. From the result finding, there is an indication that majority of the
principals do not monitor students’ academic progress in the schools under study.
The teacher respondents were asked whether the principal ensures that the
time allotted for all subjects is adequate, to which 64% disagreed. This is a strong
indication that principals do not make sure that time allocated for all subjects is
adequate. This is likely to decline the job output of the teachers in their respective
subjects. Principal 1 (July, 2018) commented that:
The government prolonged the time for mid-term break, third term was
shortened for the form ones’ to three and did not reduce the content of the
curriculum. The government does not allow remedial classes which could
have helped to cover the syllabus especially in among the day scholars.
This finding is in contrary with the Code of Regulation for Teachers (2015)
that recommends that principals must check the teaching standards in reference to
records of work covered, schemes of work, lesson plan, lesson notes and records of
students’ progress. Further, the study carried out by Sule (2012) on teachers’ record
keeping as related to teachers’ job performance in Cross River State Secondary
Schools in Nigeria had similar finding where it was established that principal’s
inspection of teachers’ keeping of records influenced teachers’ job performance. This
finding is also in line with that of Aseka (2016), who sought to investigate the
influence of the instructional supervision practices of the head teachers on the job
performance of teachers in Lang'ata Sub - County, Nairobi County, public primary
schools. Similarly, the study established that the way teachers perform their work is
attributed to the head teachers’ supervisory practices such as classroom observation
and checking professional records. The frequency of head teachers checking the work
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records of teachers gave them the opportunity to have a foresight of the delivery of
teachers and the early intervention needs of pupils.
Table 11
Role of Providing Teaching and Learning Resources
Statement SD D N A SA Mean Std.
Dev.
i. I have adequate teaching
and learning resources
which increases my job
output
14
(25.0) 27
(48.2) () 12
(21.4) 3 (5.4) 2.34 1.225
ii. The school has enough
teachers for all subjects
which helps to improve
job performance
11
(19.6) 15
(26.8) 2
(3.6) 18
(32.1) 10
(17.9) 3.02 1.458
iii. The school has well
equipped science
laboratories
10
(17.9) 20
(35.7) 4
(7.1) 17
(30.4) 5 (8.9) 2.77 1.307
iv. Students have enough text
books for all the subjects
for effective teaching and
learning
24
(42.9) 18
(32.1) 1
(1.8) 8
(14.3) 5 (8.9) 2.14 1.354
Teacher respondents were asked whether students had all the text books for all
the subjects 75% disagreed. This implies most of the public schools in Kangundo do
not have enough textbooks for all the subjects for effective teaching and learning.
This negatively influences teachers’ job performance. In regard to availability of
textbooks principal 8 (July, 2018) commented that the government has not supplied
them with enough books for all subjects and teachers guide.
Overall, the finding on this objective concurs with that of Bizimana (2014)
who sought to determine the correlation between availability of teaching and learning
resources and effective classroom management and content delivery in secondary
schools in Huye District, Rwanda. The study established that availability of teaching
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and learning influences the effectiveness of classroom management and delivery of
content ultimately teachers’ job performance.
The teacher respondents were asked whether they have adequate teaching and
learning resources that increase their job output, to which 73% disagreed. This
implies that most of the teachers have inadequate teaching and learning resources. For
realization of good performance, teaching and learning resources must be provided
and used effectively. Appropriate use of instructional resources is an essential
component during the implementation of curriculum which helps the teachers to
realize their goals and offer guidance to learners in the teaching and learning process
in the classroom.
When teacher respondents were asked whether their school had enough
teachers for all subjects, which help to improve their job performance, 46% disagreed
while 50% agreed. The slight minority implies that teachers in the secondary schools
are not adequate for all subjects. However, most of the schools’ have enough teachers
given that some are employed by the Board of management. Principal 3 from one of
the schools expressed that:
Our school does not have any TSC teachers. The few teachers employed under
BOM terms have to multitask in order to facilitate teaching and learning. The
government delay in disbursement of funds which makes it difficult to retain
the teachers for long without payment of the salaries.
The teacher resource is one of the most important inputs to any education
system. They play a major role in instructional activities and curriculum delivery.
Teachers are critical determinants of the quality education being offered.
On whether the schools had well equipped science laboratories, 75% of the
teachers disagreed. This implies that majority of schools have no equipped science
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laboratories. However, principal 5 (July, 2018) expressed that the school did not have
a laboratory even though they have so many lab equipments. The science practical
have to be conducted in the classroom which is not safe for students. Several studies
suggest a correlation between resources availability and teachers job performance.
Without a laboratory, it becomes a challenge for the science teachers to expose
students to doing practical lessons.
Table 12
Principals' Role of Appraising Teachers
Statement SD D N A SA Mean Std.
Dev.
i. The teacher
performance
appraisal is carried
out in our school
24 (42.9)
27 (48.2)
1 (1.8)
3 (5.4)
1 (1.8)
1.75 .879
ii. The teacher
performance
appraisal helps me
to be more creative
in improving my
work performance
9 (16.1)
34 (60.7)
4 (7.1)
4 (7.1)
5 (8.9)
2.32 1.114
iii. My appraiser is
easy to relate with
during the process
of appraisal
16 (28.6)
31 (55.4)
6 (10.7)
2 (3.6)
1 (1.8)
1.95 .840
iv. My appraiser
discriminates and
is not fair and firm
when carrying out
the exercise
3 (5.4)
2 (3.6)
6 (10.7)
20
(35.7) 25
(44.6) 4.11 1.090
The teacher respondents were asked whether their appraiser is easy to relate
with during the process of appraisal, to which an overwhelming majority at 84%
disagreed. This implies that most teachers find their appraisers to be difficult to relate
with during the appraisal process. This agrees with the findings from Gichuki (2015)
where most teachers viewed their appraisers as ineffective in performance of their
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work. The studies also identified a problem with communication of the performance
feedback among the appraisers and appraised and as well as from TSC, the employer.
Majority of the principals were of the view that some teachers have a negative attitude
towards supervision and looked at the appraisers like fault finders. From the
interviews conducted a principal expressed that:
Some teachers are not easy to relate with and they can easily withdraw when
corrected. They have a very negative attitude especially when corrected and
they rarely accept their weaknesses.
The supervisors should be well equipped with the necessary skills and
sensitize the teachers about the purpose of teacher performance assessment and they
can support their work if done in a trustworthy, collegial and collaborative
environment.
Teachers were asked whether their appraisers discriminate against them and
are not fair and firm when carrying out the exercise, to which 9% disagreed, 11%
were undecided while 80% agreed. Based on the majority of the respondents, the
implication is that the appraisers are discriminative. This in effect implies that job
appraisals were negatively influencing teachers’ job performance in the affected
schools. This finding concurs with that of Bizundi (2016) which indicated that the
criteria of teacher performance evaluation were not directly related to the classroom
instruction and the standards used were not achievable to motivate teachers. The
teachers assumed that administrators evaluated teachers’ performance based on their
relationships and external duties. The teachers must be well prepared for the exercise
to have a positive impact.
On whether performance appraisal helps teachers to be more creative in
improving their work performance, 9 agreed, 4 were undecided while 43 disagreed.
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This means that most teachers (71.5 percent) feel that appraisal of teacher
performance does not help them to be more creative in improving their performance
at work. From studies conducted by Gichuki (2015) teachers found the performance
appraisal to be of no benefit. Campbell (2014) believes that performance assessment
of teachers can provide both opportunities for growth and development of individual
teachers and at the same time hold teachers accountable. The teacher respondents
were asked whether teacher performance appraisal is carried out in their schools, to
which 51% disagreed. This implies that in majority of the secondary schools under
study, teacher performance appraisal is not a common practice. Principal 5 (July,
2018) expressed that:
Teachers fill the performance appraisal forms just because it is a requirement.
Teachers feel less motivated when there’s very high expectations of which in
most cases are not achieved depending on the type of students.
The teachers’ performance assessment system’s main objective is to improve
teachers’ performance. Muli (2011) asserts that there is evidence that students’
academic achievement has a relationship with teachers’ job performance. Stronge in
USA (2012) also asserts that students’ academic achievement varies depending on the
teacher assigned to teach them. The principal’s role of appraising teachers can have a
positive contribution towards improving quality of education through effective
teaching and learning outcomes of students. Teachers need moral support from their
supervisors and should take part in identifying their own strengths and weaknesses
through teacher performance evaluation process.
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4.3 Challenges Faced in Schools and Suggestions to Improve the Situation
Table 13
Students Responses on Challenges Faced in Schools (n=104)
Challenges faced in school Frequency Percent
Lack of library 40 38
Lack of laboratories 41 39
Lack of classrooms and dining hall 11 11
Discrimination by other students 5 5
Lack of water 2 2
Inadequate teaching and learning materials 5 5
Regarding the challenges the secondary schools under study face, the student
respondents’ mentioned several of them. They included lack of laboratories pointed
out by 39%, lack of libraries as indicated by 38%, lack of classrooms, dining halls
(11%), and discrimination by other students (5%) lack of adequate teaching and
learning resources as mentioned by 5% as well as lack of water as noted by 2%.
Specifically, one respondent observed that ‘since our school is still growing, we don’t
have some facilities like libraries, laboratory and dining hall … and it will take some
time before most of such facilities are put in place.’’ This view was supported by
another respondent who indicated that ‘since the school started there is no laboratory
and library.’ Lacking of such vital facilities and equipment negatively hampers proper
supervision while leading to demoralization of teachers, as they cannot effectively
deliver on their teaching and learning mandate. This situation also implies that their
job performance is negatively affected.
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Table 14
Teachers on Challenges that make it Difficult for them to Teach
Challenges that make it difficult for you to teach Frequency Percent
Heavy workload 16 28.5
Many lessons and administrative duties 2 3.5
Inadequate teaching and learning materials 23 41
Limited time to cover syllabus 5 9
Low learner entry behavior 8 14
Absenteeism of students due to fees 18 32
Lack of enough teachers 3 5
When teacher participants were asked to mention the challenges making it
difficult for them to lack of teaching and learning materials appeared to be the most
critical as noted by 41%, followed by student absenteeism at 32%, heavy workload
(28.5%) and low learner entry behaviour (9%). Others included lack of enough
teachers (5%) and many lessons and ad administrative duties (3.5%).
The opinion on inadequate facilities and resources was exemplified by one
teacher who noted that the school had poor infrastructure and lacked adequate
resources to help in teaching and learning. Another teacher observed that it is very
frustrating when some students absent themselves from school for no good reason
while others are rude to teachers. It was observed that available teachers were not
adequate as noted by one teacher who put it that ‘the situation of lack of enough
teachers is so dire that in most cases you find even the principal is in class teaching
hence he has no time for supervision.
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Table 15
Students' Views on Factors Hindering Effective Instructional Supervision (n=104)
Factors hindering effective instructional supervision Frequency Percent
Absenteeism of some students 10 10
Rudeness of some students 39 38
Lack of teachers 20 19
Poor listening 4 4
Lack of fence 10 10
Lack of accommodation 2 2
Lack of funds 15 14
Lack of ICT materials 4 4
Student respondents outlined several factors hindering effective instructional
supervision in school the most important one being rudeness by some students (38%),
lack of funds (14%), absenteeism (10%) and lack of fence (10%). Others were poor
listening (4%), and lack of ICT materials (4%) while lack of accommodation came
last at 2%. Noise pollution was decried as observed by one student who indicated that
‘the school compound is too small and sometimes when there are games in the field
we cannot concentrate in class due to the noise.’ This kind of environment is neither
conducive for instructional supervision no for proper teaching.
Table 16
Teachers' Views on Factors Hindering Effective Instructional Supervision (n=56)
Factors hindering effective instructional supervision Frequency Percent
Heavy workload for teachers and principals 14 25
Lack of commitment to Teacher Appraisal 17 30
Lack of teamwork 4 7
Lack of proper fence/No CCTVs 7 13
Malice 2 4
Too much paper work 4 7
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Similarly, teacher respondents noted that lack of commitment to teacher
appraisal was the most critical at 30%, heavy workload at 25%, insecurity at 13%,
lack of teamwork and too much paper work at 7% each while malice came last at 4%.
Inadequate instructional supervision was noted as observed by one teacher who wrote
that ‘The principal is always out of school for purposes we do not know.’ Another
teacher was of the opinion that there were less contact hours at the expense of a broad
syllabus while the schools were noted to have unfriendly teaching atmosphere due to
poor classroom ventilation and chalk dust. This observation was collaborated by
students’ views who also considered the atmosphere non-conducive.
4.4 Suggestions to Improve Supervision Practices
Table 17
Students' Suggestions on How to Improve Supervision Practices (n=104)
Suggestions to improve supervision practices Frequency Percent
Guidance counseling sessions 18 17
Encourage students to study 14 13
Deal with indiscipline cases 20 19
Increase number of teachers 17 16
Equip labs 12 12
Fencing and lockable doors 8 8
Houses for teachers 7 7
Funding 8 8
Student respondents suggested that to improve supervision practices in school,
discipline cases need to be tackled (19%), offer guidance and counseling (19%),
increase number of teachers (16%) and encourage students to study (13%). Other
suggestions included equipping of laboratories (12%), improve security (8%), funding
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(8%) and teachers’ accommodation (7%). Specifically, some students suggested
regular dialogue between students and teachers and involving students in decision-
making process in matters affecting students.
Table 18
Teachers' Suggestions on How to Improve Supervision Practices (n=56)
Teachers’ Suggestions to Improve Supervision Practices Frequency Percent
Reduce teacher workload 7 13
Proper planning of supervision 17 30
Motivate teachers 16 29
Sensitize teachers on the appraisal process 7 13
TSC to reduce too much TPAD paper work 2 4
Employ more teachers 5 9
Provide adequate teaching and learning materials 4 7
Proper planning of supervision was suggested by majority of the teacher
respondents at (30%), followed by motivation of teachers at 29% then reducing
teacher load (13%) and sensitization of teachers on appraisal process (13%). Other
suggestions were employing more teachers (9%), provision of adequate teaching and
learning resources (7%) and reduction of workload (4%). One teacher observed that
‘the principal should set aside a day a time to supervise each class and be consistent.’
Another one observed that ‘teachers should strive to attend classes at all times and do
make up when need arises to ensure coverage of the syllabus.’ One teacher quipped
that, ‘overall, it was the principal’s responsibility and his deputy to ensure that all
teachers attend classes.’
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CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.1 Introduction
The chapter presents a summary of the study, makes conclusions and gives
recommendations for future improvement towards the supervisory role of the
principal and the teachers work performance. The chapter begins with a summary of
findings under the research questions. This is then followed by conclusions based on
the findings on each research question. Finally, the chapter presents recommendations
and further areas for research.
5.2 Summary of the Study
The study explored on principal’s supervisory role on teachers’ job
performance in Kangundo Sub-County, Machakos County. The study was guided by
the following research questions: To what extent does principal’s classroom
observation influence teachers’ job performance? To what extent does the checking of
professional documents by principals’ influences teachers’ job performance? How
does the provision of teaching and learning resources influence teacher’s job
performance? To what extent does principal’s role of appraising teachers influence
teachers’ job performance? and what are the constraints faced by principals in
performing instructional supervisory roles in secondary schools in Kangundo Sub-
County, Machakos County?
The study was grounded on the Total Quality Management theory (TQM). A
literature review was carried out from a variety of sources including journal articles,
e-books among many others from international to regional to local levels. From the
reviewed literature, it emerged that there were literature gaps that needed to be filled
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by the current study. The study adopted a mixed method research design specifically
the convergent parallel mixed method. The study enlisted 168 respondents drawn
from secondary schools within Kangundo Sub-County; Machakos County. The
researcher used stratified, simple random and purposive sampling to get the
participants. Qualitative data was collected through interview schedules and for the
quantitative data questionnaires were used as research instruments. The data findings
were analyzed through SPSS software version 21.The main findings are:
The study established that majority of the principals do not make regular visits
to classroom to observe teaching and learning and to ensure teacher content delivery
is in line with recommended syllabus. They also do not check on the teaching and
learning aids being used by the teachers. Regular classroom visits was found to be an
effective way of ensuring that teachers do not only attend classes but also teaches as
is required and ultimately increase teachers’ job output. Similarly, the study noted that
most teachers do not observe one another in class in the schools under study as a way
of reinforcing supervision and improving teachers’ job performance. The study
established that majority of teachers do not use teaching and learning aids during the
lesson, which is an important aspect of instructional process, intended to make
concepts clearer. The study noted that most teachers do not observe instruction time
through punctuality which is an important attribute in enhancing teachers’ job output.
The principals of the secondary schools were also found to lag in making effort to
discuss results with the teachers concerned with the aim of improving their
instructional practices.
From the study findings, the principals need to monitor students’ academic
progress in the secondary schools under study through checking of teachers
professional documents. Specifically, the respondents noted that majority of the
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principals do not check both teachers’ records of work from time to time, those of
students’ progress after each assessment and ensure that teachers cover syllabus for
all subjects taught. Principals also should take time to check students’ assignment and
continuous assessments scripts to ensure regular marking takes place. This is an
assurance that students are tested and feedback given. Principals also should make
sure that time allocated for all subjects is adequate which not only ensure teachers
cover syllabus for all subjects taught but also improve teachers’ job output.
The study established that many principals in secondary schools should ensure
that the school has enough text books for each subject taught and that all lessons have
teachers. However, many schools were lacking well-equipped science laboratories as
well as adequate teachers.
Teacher performance appraisal is not a common practice and has not been
well perceived in some of the secondary schools in Kangundo. Most teachers
acknowledged that teacher performance appraisal helps them to be more creative in
improving their work performance. Additionally, the appraisers were found to be
discriminative and appraisers are generally hard to relate with during the appraisal
process.
Principals are facing various constraints in the process of performing
instructional supervisory roles. They include inadequate teaching and learning
resources, lack of teacher commitment to teacher appraisal and heavy workload.
Others include lack of well-equipped laboratories, libraries, classrooms and dining
halls. Similarly, other constraints included student absenteeism, lack of enough
teachers, students’ indiscipline, noise, insecurity, lack of funds, ICT materials and
lack of adequate accommodation.
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5.3 Conclusions
The study concludes that most principals do not make regular visits to
classroom to observe teaching and learning to ensure teacher content delivery is in
line with recommended syllabus. Principals also do not strive to monitor students’
academic progress in the secondary schools under study. They also lag in ensuring
that there are enough textbooks for each subject in the schools under study and that all
lessons have teachers. However, many schools are lacking well-equipped science
laboratories as well as adequate teachers. This affects students performance since
most of them are only exposed to practical lessons during examination time thus
contributing to students poor academic performance.
Teacher performance appraisal is not a common practice in most of the
secondary schools in Kangundo Sub-County and has not been well received and
acknowledged to be helping teachers become more creative in improving their work
performance. Nevertheless, most principals are facing various constraints in the
process of performing their supervisory roles such as lack of adequate teaching and
learning resources, lack of commitment to teacher appraisal and heavy workload.
There is need for proper planning of supervision process, sensitization of teachers on
the importance of appraisal and a reduction of teacher workload by employing more
teachers.
5.4 Recommendations
The principals should carry out regular classroom visits to ensure quality
teaching, learning and content delivery is in line with recommended syllabus. They
should make effort to discuss results of supervision with the teachers concerned with
the aim of improving their instructional practices. Principals should ensure there are
101
enough teachers for all subjects to distribute workload evenly. They should promote
discipline to the students especially through guidance and counseling. Principals
should find other means to ensure there are adequate teaching and learning resources
like fundraising to complement government efforts in provision of teaching and
learning resources as well as facilities. The Government has a role to provide all the
necessary teaching and learning resources and should therefore ensure that the
schools infrastructure and other learning and teaching facilities are provided.
The teachers should embrace performance appraisal as an important aspect of
improving their content delivery. They should use a variety of learning aids as a way
of making teaching and learning more effective. Teachers should strive to attend class
on time and use the time positively to deliver the content of the syllabus. Teachers
should also create a harmonious and healthy academic relationship with students by
being friendly and approachable.
The Ministry of Education should hire adequate teachers for secondary
schools. The government should distribute teachers evenly to ensure each has the
right workload. The government should provide adequate teaching and learning
resources in public schools, which do not have enough facilities. The government
should motivate teachers to work harder by rewarding the most outstanding ones.
5.5 Suggestions for Further Research
This study only focused on the principal’s instructional supervisory role on
teachers’ job performance in Kangundo, Machakos County, which is a small area,
considering that secondary schools are scattered all over Kenya. It would be more
prudent for other studies to be carried out in other places in Kenya for it to be
generalized. Focus should also be on both public and private secondary schools
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compare for purposes of comparison. The following topics are therefore suggested for
further research:
a. Role of instructional supervision on students learning outcome.
b. School factors that affect the role of the principal in instructional supervision.
c. Influence of leadership skills on effectiveness of instructional supervision.
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Abidale,M. (2010). Assessing teachers’ job performance in Lagos.Lagos: Lagos
University Press.
Aguti, S. (2015).School inspection and its influence in the quality development of
inclusive education practices in Uganda Unpublished masters thesis).