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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
INTRODUCTION .................................................................................................................. 1
1.1 Background to the Study ................................................................................................................... 1
1.1.1 Supervisory Approaches used by Principals in Improving Teachers’ Work
Performance ............................................................................................................................................. 1
1.1.2 Principal’s Skills Essential in Teacher Supervision ....................................................... 3
1.1.3 Supervision and Teacher Job Performance ...................................................................... 5
1.2 Statement of the Problem .............................................................................................................. 13
1.3Research Questions ........................................................................................................................... 15
1.4 Significance of the Study ................................................................................................................ 15
1.5 Scope and Delimitation of the Study ......................................................................................... 16
1.6 Theoretical Framework .................................................................................................................. 17
1.6.1 Strengths of Total Quality Management ......................................................................... 21
1.6.2 Weaknesses of Total Quality Management .................................................................... 22
1.6.3Application of TQM to the Study ......................................................................................... 22
1.7 Conceptual Framework .................................................................................................................. 24
1.8 Operational Definitions of Key Terms ...................................................................................... 26
CHAPTER TWO .................................................................................................................. 28
REVIEW OF RELATED LITERATURE ........................................................................... 28
2.0 Introduction ........................................................................................................................................ 28
2.1 Theories Related to the Study ...................................................................................................... 28
2.1.1 Systems Theory ......................................................................................................................... 28
2.1.2 Scientific Management Theory ........................................................................................... 30
2.1.3 Goal Setting Theory of Performance Management System .................................... 32
2.2 Classroom Visits and Teachers Job Performance ................................................................ 33
2.3 Checking of Teachers’ Professional Records and Teachers Job Performance ......... 38
2.4 Provision of Instructional Resources and Teachers’ Job Performance ....................... 43
2.5 Principal’s Role of Teachers’ Appraisal and Job Performance ....................................... 49
2.6 Constraints Faced by Principals in Performing Supervisory Roles .............................. 55
2.7 Summary of Literature Reviewed and Knowledge Gap .................................................... 56
CHAPTER THREE .............................................................................................................. 59
vii
RESEARCH DESIGN AND METHODOLOGY ................................................................ 59
3.0 Introduction ........................................................................................................................................ 59
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
3.6.1 Validity .......................................................................................................................................... 64
3.7 Pilot Study ............................................................................................................................................ 65
3.8 Instrument’s Reliability .................................................................................................................. 65
3.9 Trustworthiness of Qualitative Data ......................................................................................... 66
3.10 Data Collection Procedures ........................................................................................................ 67
3.11 Data Analysis Procedures ........................................................................................................... 67
3.12 Ethical Considerations ................................................................................................................. 68
CHAPTER FOUR ................................................................................................................. 70
DATA PRESENTATION, INTERPRETATION AND DISCUSSION OF FINDINGS 70
4.0 Introduction ........................................................................................................................................ 70
4.1 Research Instrument Return Rate ............................................................................................. 70
4.1.1Demographic of Participants ................................................................................................ 70
4.1.2 Distribution of Students According to Age and Gender ........................................... 70
4.1.3 Distribution of Teachers According to Age and Gender ........................................... 72
4.1.4 Distribution of Teachers’ Professional Qualification................................................. 73
4.1.5 Teaching Experience ............................................................................................................... 74
4.1.7 Distribution of Teachers according to their Duration as Secondary School
Teachers .................................................................................................................................................. 76
4.1.8Distribution of Students According to Classes .............................................................. 77
4.1.9 Distribution of Teachers According to the Position’s Held ..................................... 78
4.2 Instructional Supervisory Roles Principals Play in Public Secondary Schools........ 78
4.2.1 Students’ Response.................................................................................................................. 79
4.2.2 Teachers and Principal’s Responses ................................................................................ 80
4.2.3 Teachers’ Response N=56 .................................................................................................... 81
CHAPTER FIVE ................................................................................................................... 97
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS ........................................ 97
5.1 Introduction ........................................................................................................................................ 97
5.2 Summary of the Study ..................................................................................................................... 97
5.3 Conclusions ........................................................................................................................................ 100
5.4 Recommendations .......................................................................................................................... 100
viii
5.5 Suggestions for Further Research ............................................................................................ 101
REFERENCES.................................................................................................................... 103
APPENDICES .................................................................................................................... 111
APPENDIX A: INFORMED CONSENT FORM ................................................................................ 111
APPENDIX B: RELIABILITY OF INSTRUMENTS ......................................................................... 112
APPENDIX C: LETTER OF INTRODUCTION TO THE PRINCIPALS...................................... 113
APPENDIX D: INTERVIEW GUIDE FOR PRINCIPAL ................................................................. 114
APPENDIX E: QUESTIONNAIRE FOR TEACHER ........................................................................ 115
APPENDIX F: QUESTIONNAIRE FOR STUDENTS ...................................................................... 118
APPENDIX G: RESEARCH AUTHORIZATION LETTER FROM CUEA ................................... 121
APPENDIX H: RESEARCH AUTHORIZATION FROM NACOSTI ............................................ 122
APPENDIX I: RESEARCH AUTHORIZATION FROM COUNTY COMMISSIONER ............ 123
APPENDIX J: RESEARCH AUTHORIZATION FROM COUNTY DIRECTOR OF
EDUCATION, MACHAKOS .................................................................................................................... 124
APPENDIX K: MAP OF KANGUNDO SUB COUNTY .................................................................... 125
APPENDIX L: MAP OF MACHAKOS COUNTY ............................................................................... 126
ix
LIST OF FIGURES
Figure 1 Influence of Principals' Instructional Supervisory on
Teachers’ Job Performance ........................................................................ 24
Figure 2 Teachers’ Professional Qualification ............................................................ 73
Figure 3 Students' Duration at Current School ............................................................ 75
Figure 4 Teaching Experience ..................................................................................... 76
Figure 5 Distribution of Students According to Classes .............................................. 77
x
LIST OF TABLES
Table 1 Kangundo Sub-County KCSE Mean Score .................................................... 13
Table 2 The Sampling Frame ....................................................................................... 62
Table 3 Instruments' Reliability ................................................................................... 66
Table 4 Students Gender * Age Cross Tabulation ....................................................... 71
Table 5 Teachers Gender * Age cross Tabulation ....................................................... 72
Table 6 Teaching Experience ....................................................................................... 74
Table 7 Teachers' Position at School ........................................................................... 78
Table 8 Students' Response .......................................................................................... 79
Table 9 Role of the Principal in Classroom Observation ............................................ 81
Table 10 Checking of Professional Documents by Principal ...................................... 84
Table 11 Role of Providing Teaching and Learning Resources .................................. 87
Table 12 Principals' Role of Appraising Teachers ....................................................... 89
Table 13 Students Responses on Challenges Faced in Schools (n=104) ..................... 92
Table 14 Teachers on Challenges that make it Difficult for You to Teach ................. 93
Table 15 Students' Views on Factors Hindering Effective
Instructional Supervision (n=104) ............................................................ 94
Table 16 Teachers' Views on Factors Hindering Effective
Instructional Supervision (n=56) .............................................................. 94
Table 17 Students' Suggestions on How to Improve
Supervision Practices (n=104).................................................................. 95
Table 18 Teachers' Suggestions on How to Improve
Supervision Practices (n=56).................................................................... 96
xi
LIST OF ABBREVIATION
CRT Code of Regulations for Teachers
CUEA Catholic University of Eastern Africa
SCEO Sub-County Education Officer
DES Directorate of Education Standards
KCPE Kenya Certificate of Primary Education
KCSE Kenya Certificate of Secondary Education
KICD Kenya Institute of Curriculum Development
KNEC Kenya National Examination Council
MOES Ministry of Education and Sports
MOEST Ministry of Education Science and Technology
OECD Organization for Economic Co-operation and Development
QASO Quality Assurance and Standards Officer
SPSS Statistical Package for Social Sciences
TALIS Teaching and learning International Survey
TJPSQ Teachers’ Job Performance Scale Questionnaire
TSC Teachers Service Commission
TQM Total Quality Management
UNEB Uganda National Examination Board
UNESCO United Nations Educational, Scientific and Cultural Organization
1
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Education contributes a big role in the economic development of a country as
a whole and as well as in producing effective, skilled human power for any given
institution. To acquire this there must be an improvement in education quality of
which supervision must play its role. According to Kedebe (2014), these practices are
directed towards improving and maintaining the quality of teaching and learning
process in a school. However, for teacher supervision to be effective some
supervisory approaches are essential in facilitating the quality of teaching and
learning taking place in an institution.
1.1.1 Supervisory Approaches used by Principals in Improving Teachers’ Work
Performance
According to Sullivan and Glanz (2013), in the early 18th century, educational
supervision was regarded as a process in which supervisors visited schools to collect
information of the teaching practice in schools. Their method of supervision focused
on a rigorous control and surveillance of school facilities and also inspected the
classrooms looking for mistakes. During the second half of the 19th century, a more
organized educational system referred to as clinical supervision emerged. Clinical
supervision was introduced as a possible solution to these traditional approaches to
supervision.
Clinical supervision had the purpose of improving learning and teaching.
According to Teklemarian (2009), clinical supervision involves all the activities that
are carried out to help the teachers improve and maintain their classroom teaching
effectively. Clinical supervision involves the both the principal and teachers since it
2
aims at solving problems that affect the teaching and learning process. Clinical
supervision model consists of five stages, which includes pre-observation conference,
observation, analysis and strategy, feedback and post-observation strategy.
According to Dhinat (2015) the supervisor or the principal obtain
information regarding the teachers’ objectives, instructional procedures and criteria of
evaluation conference. Through observation the principal views the lesson as planned
during the pre-observation conference. After the head of school observes the lesson,
he/she develops a strategy for helping the teacher. The head of school provides
feedback and a basic for the improvement of future teaching. During the post
conference analysis the principal assesses the conference in reference to his/her
schools own intention, supervisory criteria and the value of the conference to the
teacher. The supervisor’s duty is to assist the teachers choose objectives to be
upgraded and matter involved during teaching to be rational and comprehend well his
or her training.
The clinical supervision approach promotes team work among the teaching
staff and the supervisor since they are all committed to achieve a common goal which
is to enhance the skills of teaching. This is mainly done through a reflective process
using objective information from classroom observation and taking as a starting the
supervised teacher’s own concerns and expectations. In clinical supervision according
to Waite (2015), the teacher is viewed as a professional who is always seeking greater
expertise focusing more on strengths and needs. Clinical supervision does not lay
emphasis in collecting information about the quality of performance to stay in a basic
phase of rewards or punishment as is the case with regular supervision.
The main purpose of clinical supervision is to attain consistent teachers with
relevant techniques which form a basis for decision making and good performance
3
during teaching practice. In clinical supervision the principal encourage the
supervised to identify their areas of weakness and to creatively think of effective
ways to transform the weaknesses into strengths. The principal as a supervisor has a
major role to play for successful management of their schools. However, to ensure
effective learning of their institutions, the principals need to have some qualities to
handle well his/her responsibility in teacher supervision. These include; conceptual,
technical and human skills.
1.1.2 Principal’s Skills Essential in Teacher Supervision
Conceptual skills according to Lunenberg (2010) involve the ability to
acquire, analyze and interpret information in a logical manner. Through ideas that
form an organization and its vision for the future, supervisors with conceptual skills
are good at thinking, expressing these ideas in verbal or written form and
understanding the principles underlying the effectiveness of their organization
(Werang, 2014).Supervisors should enhance their supervisory effectiveness by
acquiring newer and emerging concepts and techniques in supervision.
A supervisor must be able to understand the internal as well as the external
environments they operate in. They also need to understand the effects of changes that
may affect the teaching and learning process in their schools in one or more of these
environments. A study carried out by Tampan (2016) sought to find out supervisory
skills of school administrators from the diocese of Butuan, Mindanao in the
Philippines. The results showed that supervisory skills played an important role in
creating atmosphere in the school system stimulating to the growth of more admirable
qualities among the personnel and teaching staff. A principal has a role to stimulate
4
and inspire the teachers to do creative work and to encourage them to grow
professionally.
Human relation skills refer to the ability of the supervisor to understand
teachers and to interact freely with them. In the school setting, supervision by
principals will not succeed if he/she has poor human relations. A good supervisor
should be approachable, good listener, very patient and should also be a good leader.
Studies have shown that people’s productivity is higher in a situation where workers
are given recognition. A study to examine the problems of linking interpersonal skills
with supervisors’ practices in general secondary schools of South West Showa zone
in Oromia Ethiopia was conducted by Guta (2014). The supervisory skills were used
in the school depending on the experience, interest and commitment of teachers about
teaching process to improve instruction. The major problems identified by
Guta(2014) were lack of experience, higher workload and skill gap of supervisors.
For effective supervision of teachers, the principals should be in a position to relate
well with their teaching staff and find ways of motivating them in their achievements
as concerns the teaching and learning exercises.
The technical skills consists of understanding and being able to perform
effectively the specific process, practices, or techniques required of specific jobs in an
organization. Principals need such skills to perform their supervisory role effectively.
They need to have educational skills such as required by legislation governing the
qualification of teachers. Kimaiga (2012) did an investigation on the effectiveness of
head teachers’ supervisory skills in primary schools in Kasarani, Nairobi – Kenya.
The study found out that many head teachers employ autocratic leadership styles. The
study revealed that seminars and workshops attended by head teachers to improve
their supervisory skills never changed them. The study reported that school heads
5
who are involved in their private businesses never carry out supervision in their
schools. The principals ought to employ leadership styles that allow teachers to share
their opinions and feelings concerning the academic affairs in the school in order to
achieve effectiveness in supervision. A supervisor who has a positive attitude towards
work and the teaching staff helps the teachers to feel satisfied with and interested in
their work.
1.1.3 Supervision and Teacher Job Performance
Teachers are the backbone of an educational activity. Highly dependent on
their job performance is the success and failure of educational activities. Campbell
(2010) describes performance as an individual level variable. That is, performance is
something a single person does. The key feature of job performance is that it has to be
goal relevant. Performance must be directed towards organizational goals that are
relevant to the job performance standard. According to the Code of Regulation for
Teachers (2015), the job performance of teachers is the duties a teacher performs to
achieve the goals of the school at a particular time in the school system. These duties
involve timely syllabus coverage, correct pedagogical skills, school and class regular
punctual attendance. Teachers’ job performance is highly connected to students’
outcomes as the end product in education.
Supervision involves an instructional leadership role in the context of
education, in which the supervisor diagnoses teacher performance needs and then
guides, directs, assists, suggests, supports and consult with the teacher. Supervision
according to Abidale (2010) is a helping relationship whereby the supervisor guides
and assists the teachers to meet the set targets. The principal has a role to facilitate an
on going dialogue with teachers to find improved methods for instruction delivery.
6
The supervisor should also encourage various instructional techniques and diversity in
teaching approaches which considers the unique talents and teachers’ capacities.
Effective supervision should result in teacher’s growth in teaching and learning
practices.
Supervision according to Kariuki (2013) should help teachers to apply
relevant teaching methods responding to the current innovations in education.
Supervision's ultimate goal is to achieve an improvement in learning quality.
Supervision helps teachers learn and search for the best way to solve their problems.
Leina (2013), states that clinical supervision enhances professional growth and
development of skills and attitudes towards teaching.
Supervision helps at clarifying government policies as well as providing
interpretations. Olureni (2013) opines that supervision is at the center of quality
education. Supervision helps teachers in class management by making incompetent
teachers confident and also enhancing teachers’ quality teaching. The maximum
contribution of teachers will be seen clearly in students’ learning outcome. The school
principals engage in a number of supervisory activities to include classroom
visitation, preparation of professional records for teachers like working scheme,
teaching plan and lesson notes (Archibong, 2008). They are prepared with a purpose
of ensuring an effective and better teaching and learning process.
Instructional supervision is the process of overseeing the work of teachers
with an aim of assisting them to solve their instructional problems so that the students
can benefit fully from classroom activities (Alimi, Olatunji&Akinfolarin, 2016). This
can be achieved by involving the principal, deputy principal or departmental heads
who interact with teachers and students in the teaching and learning process.Through
7
classroom visits, the supervisor observes how the students participate during the
classroom activities, materials and methods used in teaching.
The Principals are responsible for supervising and evaluating the teachers
under their responsibility. For example, the main purpose of supervision practiced in
schools in the United States of America (USA) is to improve classroom instruction.
This is through observation of classroom teaching, analysis of observed data and face-
to face interaction between a principal and the teacher (Kiereko, 2015). Louis,
Keithwood and Wahlstrom’s (2010) research from the University of Minnesota and
Toronto indicated that teachers praised principals more when an encouraging climate for
instruction was created, and higher assessments were perceived by faculty leaders who
encouraged and developed leadership. According to Knapp, Copland, Honig, Plecki and
Portin (2010), researchers at Washington University found that effective leaders focused
on the quality of instruction by defining and promoting high expectations and reducing
the isolation of teachers. Further, effective principals are highly visible in the school and
focus on making formative observations about learning and professional growth while
providing direct and immediate feedback. However supervision is not always
performed by principals given their heavy workload.
In the Teaching and Learning International Survey (TALIS) held in 2013,
principals expressed their concerns of being overburdened with several administrative
responsibilities hence unable to devote themselves to instructional supervision
(Organization for Economic Development, 2014). They have multiple constituencies
such as overall leadership of the school, seeing parents, students, teachers, and school
board members among other duties and feel that they are always on call and must
respond to the needs of those groups. Principals speak of the intense effort needed to
find time to focus on important issues when there are myriad administrative tasks that
8
must be done. This indicates that effective monitoring of the teachers job performance
is not often carried out.
Most countries in Asia have different supervision programs duly undertaken
by the principals. A research carried out by Sharma (2014) in three Asian countries
(Malasyia, Thailand and India), revealed that supervision is not conducted effectively
even though it is the despite even though it is the responsibility of the principals. It
was further noted that teachers did not benefit from the supervision as evidenced by
their comments, which indicated that the ones supervising were fault finders who
viewed supervision as punitive rather than encouraging teachers to improve their
teaching and learning activities. For many instructors supervision is seen as an
exercise that has no meaning rather than just filling in the forms.
There are many officials in Zimbabwe who are expected to oversee the
teaching and learning process, as Madziyire (2010) posits. These include the Minister
of Primary and Secondary Education, the Permanent Secretary of Education, the
Directors of Provincial Education, the Inspectors of the Commission on Civil Service,
and the Directors of Education. The school principal is the only one of these
supervisors who resides in the school and is in constant contact with the teachers
(Moyo, 2014). According to Sibanda, Mutopa and Maphosa (2011), the principal in
Zimbabwe oversees school teaching and learning to ensure quality education takes
place. In other words, effective monitoring affects teachers ‘quality of teaching.
Therefore, in Zimbabwe, the principal is at the teachers’ supervisory epicenter with
other officers merely complementing their efforts (Mlilo, 2010).
In Nigeria, the heads of department are supervised by the principals by
checking the working schemes, lesson notes and ensuring the teachers go to class in a
regular basis, monitoring absenteeism and motivating hard-working teachers by
9
rewarding them, (Shuaibu, 2016).The principal has a role to provide necessary
materials for effective performance of the assigned duties. However, according to
Shuaibu, there is a tendency for some modern school head teachers to shy away from
supervision of instruction and they rather occupy themselves with inspecting school
building projects, soliciting for funds from Parents-Teachers Associations (PTA) and
the public, attending to visitors and other less necessary administrative chores. The
role of a principal in instructional supervision remains a priority even though it is a
challenge given the many tasks they undertake.
In Uganda, instructional supervision is carried out by the department of
Education Standards Agency (ESA). According to Aguti (2015), school inspection
capacity is the most vital component for teachers’ productivities and teacher
education as well as performance. The key purpose of school inspection is to inform
the government about the standards and quality of education provided to the children.
Historically, Uganda is well known for producing high - quality teachers in the East
African region (Ssekamwa&Lugumba, 2010). This is attributed to the founding of the
University of Makerere in 1922 as a strong higher education sector in the country.
However, according to Malunda, Onen, Musaazi and Oonyu (2016), it is now evident
that the teaching in public secondary schools in Uganda does not conform to the
standards set by the Ministry of Education.
Records available clearly show that many high school teachers in Uganda give
practical lessons or time for remedial classes for weak academics (Ministry of
Education &Sports) [MoES], 2014).The lack of teachers’ commitment attributes to
poor performance of many students in the national examinations year after year
(UNEB, 2015). The aim of instructional supervision is to help the teachers to be fully
10
committed towards the task of educating the students with the goal of improving their
academic achievements.
In Kenya, according to the Code of Regulations for Teachers (CRT, 2015) and
the TSC Act (2012), every teacher shall comply with the performance standards
specified under the Act and the Code. A teacher shall have a syllabus for the relevant
cycle of education approved by Kenya Institute for Curriculum Development
(KICD). A teacher shall also have working schemes, planned lessons, prepared
notes, updated working records, learners’ progress records; learners’ value added
records, attendance registry and any other legal documents pertaining to education.
It is the principal’s role to supervise and to ensure proper implementation of
the curriculum as well as verifying the professional documents for the teaching staff.
He/she supervises the actual coverage of syllabus and ensures that teachers attend
classes. He ensures the availability of the required teaching and learning materials as
approved by the Kenya Institute of Curriculum Development (CRT, 2015). The
purpose of checking the professional records is to evaluate the preparedness level of
the teachers and the relevant information gathering efforts for the lesson.Supervision
is not necessary carried out to improve classroom instruction but also to enhance
students’ academic achievement. Teacher job performance is evaluated through
students’ performance.
Measuring performance has been of great interest to the Ministry of Education
in Kenya. The inability and desire to perform is what has necessitated the TSC to seek
ways of enhancing performance, which is through teacher-performance appraisal.
According to the Code of Regulations for Teachers (2015), the process of appraising
teachers involves an assessment of their individual competencies, performance and
professional needs. Teachers are evaluated on preparation of working schemes and
11
lesson plans and on whether they follow the syllabus making use of teaching aids,
time management, lesson attendance, staff meetings and participation in co-curricular
activities. The principals are gauged on implementation of strategic plans, leadership
and management skills, how they manage school property, safety measures for
learners and how they deal with parents and visitors. Whether the teacher undertakes
instructional processes or students engage in individual studies, classroom visits
should occur (Republic of Kenya, 2009). Supervision guarantees teachers’ awareness
of the duties entrusted to them and updates their teaching practices. Supervision of
teachers helps the teacher to learn from their errors and move forward in their career.
Checking the professional documents of teachers is another important
instructional supervision activity. This includes: work and lesson plans schemes, work
and mark book records, progress records, register for class attendance and report
forms for students. According to Watene in her studies in Nyandarua-Kenya (2011),
the purpose of checking the professional records is to evaluate the level of
preparedness and efforts of the teachers to collect information relevant to the lesson.
Supervision is not only meant for the improvement of classroom instructions or lesson
but is equally for the development of teachers.
The problems associated with effective supervision in achieving quality
include inadequate provision of infrastructure. Irungu in his studies done in Kahuro-
Kenya (2013) states that, supervision includes efforts taken by the principal to support
teachers and provide resources to facilitate teachers’ job performance. Teachers play a
key role in determining whether or not to achieve the desired educational outcomes.
They expect proper conditions for good teaching and learning to be provided,
however. The quality of educational programs depends on the insight, skills and
12
dedication of the principals who are charged with the responsibility of overseeing and
helping teachers in their work with students.
The principal’s supervisory leadership can make a difference in students’
achievement. Setting of the pace, leading and motivating staff to perform their duties
is done by the head teacher. The head teacher does a lot of teacher supervision in
schools where performance is good. This means that a school's leadership quality
determines how teachers perform their duties. Instructional supervision is a
collaborative effort of the teachers and the head teacher and mutual understanding is
of essence (Kiiru, 2015). In situations where the relationship of both is strained, the
academic performance of the students may suffer.
According to the records from Kangundo Sub-County Education Director’s
office it is evident that from 2014 to 2017, performance in KCSE Kangundo has been
below average and attention needs to be focused in this region. Teachers’ job
performance is a concern of everybody in society. Generally the claim that there is
poor teachers’ supervision is based on assumptions. This therefore necessitated the
need to carry out this research in Kangundo Sub-County. The official performance for
the past three years (existing at the sub County’s Director of Education office) is
reflected in the Table 1 showing Performance in KCSE in secondary schools in
Kangundo Sub-County.
13
Table 1
Kangundo Sub-County KCSE Mean Score
Year Entry Mean Score Deviation
2014 1696 4.438(D+) +0.107
2015
2016
2017
1734
1565
1887
4.125(D+)
3.49(D)
2.72(D-)
-0.313
-0.82
-0.77
Source: SCEO Kangundo Sub-County, 2017
In the past three years, as indicated in Table 1, a decline is noted in the KCSE
mean grade in Kangundo Sub-County with a negative deviation of -0.3 in 2015, -0.8
in 2016 and -0.77 in 2017. Search for the cause of decline and poor outcome has
become the pre-occupation of educational administrators, planners and the general
public. The education stakeholders in Kangundo have voiced their concern over the
poor performance of students in KCSE. Some have put the blame to the teachers and
the school administration while others blame the parents and the students themselves.
No matter who to blame, the fact remains that the school principal as the instructional
supervisor and the teachers have a direct correlation with the students’ academic
achievements. In relation to the students dismal KCSE performance in Kangundo,
there is need to undertake this study.
1.2 Statement of the Problem
Teaching supervision is a very important aspect of the role of the principal in
the school. Careful supervision is key to success for any system to function
effectively and achieve its goals. A Global Monitoring Report by UNESCO (2017)
indicate that the principals have myriads of responsibilities such as class teaching,
overall leadership of the school, seeing parents, procuring teaching and learning
14
resources, attending many meetings and being financial managers. Due to the heavy
workload, it is demanding for the principals to supervise the teachers.In Nigeria,
Shuaibu (2016) noted that there is minimum supervision of teachers. The principals
spent most of their time attending to visitors and development projects at the expense
of conducting instructional supervision.
There has been a growing focus on effective instructional supervision of Kenyan
secondary schools and teacher job performance. According to Kombo, Jepketer and
Kyalo (2015), the issue of teacher quality and job performance and its relationship to
the students’ outcome has dominated research discourse and education debates. The
inability and desire to perform is what has necessitated the TSC to seek ways of
enhancing teacher job performance, which is through teacher performance appraisal.
Studies carried out have demonstrated that poor academic performance is also
affected by a number of factors such as overloaded curriculum, unavailability of
teaching materials, poor teaching approaches and low morale of teachers including
inadequate supervision (UNESCO, 2017).
The KCSE results recorded in Kangundo Sub-County indicated that there have
been falling standards in quality teaching and learning in Kangundo. In recent years
Kangundo Sub- County has been recording one of the worst performances in National
Exams with an average student recording a mean of D+. The declining performance
of students in the sub-county is disturbing since many of these young people lose
opportunities for further education and training. Although the reasons for this poor
performance are not very clear the role of the principals in carrying out instructional
supervision could be inadequate. The researcher sought to find out if instructional
supervision has any influence on teachers’ job performance in Kangundo.
15
1.3Research Questions
The following research questions guided the study:
i. To what extent does the role of the principal in classroom observation influence
the teachers’ job performance Kangundo Sub-County, Machakos County?
ii. How does the checking of professional documents by the principals influence
teachers’ job performance in Kangundo Sub-County, Machakos County?
iii. To what extent does the role of the principal in the provision of teaching and
learning resources influence teachers’ job performance in Kangundo Sub- County,
Machakos County?
iv. How does the role of appraising teachers influence teachers’ job performance in
Kangundo Sub-County, Machakos County?
v. What are the constraints faced by principals in performing instructional
supervisory roles in secondary schools in Kangundo Sub-County, Machakos
County?
vi. What are the possible solutions towards the principals’ role of supervison and
teacher job performance in Kangundo Sub-County, Machakos County?
1.4 Significance of the Study
The study was significant in that the findings could have implications to
secondary school principals, teachers, students Ministry of Education and the country
at large. The study is designed to provide crucial information for principals in the
teachers’ supervision in secondary schools for improvement of instruction. Principals
may be encouraged to improve their skills. The principals may formulate supervisory
policies which could be beneficial to the Ministry of Education thus improving the
education program
16
The findings from the study may help teachers to improve their classroom
instruction and enhance their professional growth and development. The teachers of
secondary schools may also get to know the instructional role of their principals and
adjust their roles accordingly. The students will benefit as there will be a positive
effect to the teachers job performance through correct usage of instructional
supervisory strategies by the principals. The studies will be of benefit to the
community as major stakeholder through the students’ improved academic
performance.
The findings might assist planners in Quality Assurance and Standards
Officers (QASO) in enhancing educational quality in learning institutions. The QASO
may also benefit from the findings and hence can make improvements towards
teacher supervision. The study may also benefit the Teachers Service Commissioners
(TSC) in pointing out the existing challenges principals’ face when carrying out
instructional supervision and evaluating teachers based on their performance.
The study findings may give an insight into the role of the principals as
instructional supervisors and its contribution towards teacher job performance. It will
pave the way for It will create a way for other interested researchers to carry out more
investigations in other parts of the country. Finally, study findings will also add to the
existing literature relating to principal’s supervisory role of enhancing teachers’ job
performance.
1.5 Scope and Delimitation of the Study
The study was delimited geographically to Kangundo Sub-County due to their
students KCSE performance recorded in the last three years. School supervision has
become a vital tool for checking teachers’ job performance. The issue of teacher
17
quality and its relationship to the students’ outcome has dominated research discourse
and education debates in Kangundo. There is a public outcry concerning the below
average grades students gets in KCSE and teachers lack of commitment in carrying
out the teaching and learning activities.
The use of principals in the study was because they are the internal
supervisors who give support and encouragement to the teachers because they play a
major role in the instructional supervision of their schools. The study was delimited to
the teachers as they are subjects of the supervisory roles of the principal. The
teachers are able to share information relating to various ways of implementing the
curriculum in view of helping the students in their learning activities.
The study was delimited to the form four students because they were longer in
school compared to other students and will be able to provide relevant information
about the issue. The study was delimited to the Sub-County schools in Kangundo.
1.6 Theoretical Framework
The study was guided by Total Quality Management theory (TQM). Total
Quality Management theory was proposed by Deming and Juran in the mid-1980s.
Deming (1986) believes that the customer expects quality and the top management
has the responsibility to take the lead in changing processes and systems and to create
and communicate a vision to move the firm toward continuous improvement
(Teklemarian, 2009).
Total Quality Management Theory (TQM) as defined by Daft and Marcic
(2006) is an organization-wide commitment to infusing quality into every activity
through continuous improvement. The theory is based on the effectiveness of an
organization. It emphasizes on quality performance whereby the products and
18
services go beyond clients’ expectations and eliminating aspects affecting the goods
and services
The TQM is based on Deming’s fourteen (14) points. The first of these is
alignment with a shared vision and commitment. For example, schools use statements
of mission and vision that outline the school's broad purpose. In directing an
educational institution, the effectiveness of a mission statement depends directly on
the degree to which the principal fully supports that mission with the competition of
the employees. They will not actively buy into the mission unless the employees see
concrete evidence of the support and involvement of the principal.
The second point is adopting a new philosophy. Quality approach must be the
new philosophy according to Deming. Schools cannot improve with poor
workmanship, bad materials or poorly trained employees. Education cannot continue
to accept high drop - out rates, poor teaching and lowered students’ performance. The
third one is ceasing dependence on mass inspection. Quality does not come from
inspection, but from process improvement. Teachers must involve the student as a
worker in assessing the quality of their work, product or outcome.
The fourth point is end practice of awarding business on price tag alone. Price
has no meaning without purchasing a measure of quality. In education, when school
districts maintain such high-class averages that students fail due to lack of close
supervision, they do not seem to take into account the additional cost of repeating a
class for students. The fifth point is to improve constantly. Improvement is not a one-
time effort but is an on-going process in schools. The sixth point is on the institute
training and retraining. Teachers have to be trained to carry out their mission.
The seventh point is to institute leadership. TQM leadership is expected to be
visionary and should be a basis for facilitating others’ work to achieve challenging
19
goals. The leader has to engage the worker on what needs to be done.He /she
emphasize the need for quality while soliciting input from workers. He makes
constant effort to fit the job to the skills and needs of the workers. The supervisor
models what needs to be done so that the teacher knows what to expect. The
supervisor is committed to the worker's concept of self - evaluation, knowing that the
individuals involved in the work are in the best position to assess the quality of the
work.
The supervisor should aim at driving out fear among the workers. Coercion is
destroying productivity and work quality. Workers who are afraid of their supervisors
may produce, but never attain quality. The supervisor should break down barriers
between staff areas. The principal should encourage team-work and seek input from
all staff members in the decision making process. When people feel their ideas,
comments and suggestions are valued, they will not only feel part of the team, but
will also increase the quality of their work and performance. TQM recommends
organizational designs that revolve around teams that manage themselves. Within the
organization, such teams maximize creative talent and promote problem ownership.
In instituting team-work, organizing the subject panels in primary schools and
departments in secondary schools could do a good job.
The tenth point is to eliminate slogans, exhortations and targets the work
force. According to Deming slogans generate frustrations and resentment. When
faced with poor facilities, incompetent supervision, the workers conclude that
management does not care enough to find out their needs. The principal should
eliminate numerical quotas. Schools are known to exert pressure to raise test scores
on teachers. This has led to evidence of students and teachers’ cheating and
resistance.
20
The twelfth point is to remove barriers to pride of workmanship. A principal
should create an environment that encourages employees to do their best. The goal
should be to empower people to take responsibility for their own actions and to
manage themselves. The thirteenth point is to establish a vigorous educational and
retraining program. Deming stresses setting up a comprehensive continuing education
program that trains workers in the skills they need to do their jobs, as well as helping
them gain new knowledge and understanding that will prepare them for future
assignments.
Finally, the theory of TQM emphasizes the systematic recording of the
activities of the organization. Records are used as feedback sources. The
organization's achievements are measured against the performance indicators agreed
upon. To maintain the TQM status of any organization, three important Cs must be
practiced; that is engagement, culture and communication. Once the supervisor
undertakes to change his management style, he has to act on that commitment.
Effective schools are efficient leadership products.
The main emphasis with TQM is on quality performance and it stresses that
quality can only happen because it has been designed into the way the organizations
work. It insists that the organization's leadership should ensure that everyone in the
organization works in view of ensuring consistently high performance and continuous
improvement.
All these quality characteristics also stress that teachers are generally very
skilled and competent and that the problem in education lies primarily on the way the
institution is structured and run by the school leadership through instructional
supervision. This study is only going to focus on a few of Deming’s fourteen points
21
applicable to principals’ instructional supervisory skills in enhancing teachers’ job
performance.
1.6.1 Strengths of Total Quality Management
TQM can influence the management of schools in a positive way. The main
aim of TQM is to enhance efficiency by eliminating problems that arise at work. It
helps with pre-empting and predicting mistakes that lead to inefficiency. Basically,
TQM relates to customer satisfaction. It therefore, aims at identifying the best quality
to match customer satisfaction and expectations, thus doing the best in providing
quality service. Leaders in a TQM system view the firm as a system designed to
enhance performance through empowering the workers.
Considering the importance of human resources in an organization, the
teachers are an important factor in education systems. They take the first step in
training of human resources and are responsible for training of future human society
(Nayereh, 2017). The principal support the teachers’ development by evaluating and
recommending teachers for capacity building courses thus empowering them for
quality job performance. The principal through instructional supervision emphasizes
on teachers creativity and the importance of improving teaching methods. The
teachers continually strive to improve instructional effectiveness with an aim of
improving students’ academic achievement (Sibeko, 2014).
TQM focuses on the creation of teamwork, boosts employee morale resulting
into motivated employees. The creation of department teams in schools helps to
encourage knowledge between departments. The broadening of skills results in
improved performance in all departments. Moreover, this encourages flexibility in
22
maintaining competitiveness. The teachers become empowered through participation
on quality improvement teams (Emina, 2017).
1.6.2 Weaknesses of Total Quality Management
The transformation to quality is not without shortfalls. Many organizations
started with the approach of quality, but failed to achieve what they had set to achieve
because of various reasons like management support; commitment by one
department; failure to stay on the course; failure to provide training for teachers and
defining the meaning of quality. Since schools have to equip learners to function to
their fullest potential, some might not have the potentials and TQM has no room for
failure (Sibeko, 2014).
TQM requires change in attitude and methods for performing the job. If the
principal does not effectively supervise instructional processes, teachers may become
resistant to change which can lower their morale; resulting into lower performance.
1.6.3Application of TQM to the Study
In a school setting, the major stakeholders must be satisfied with the
educational services offered in the institution. The success of TQM in secondary
school set up is the role of the principal who facilitates practices that promote quality.
The teachers are accountable for quality in class through the instructional practices.
The principal must learn how to infuse quality through instructional supervision.
According to Ayeni (2012), best quality management needs the attention of
educational managers’ in this case instructional supervisors in the input- process-
output framework to achieve success as quality consist of quality in people, process,
service and products. This means if there is quality and quantity of teachers, school
23
materials and facilities adequately education delivery, quality management will be
achieved. Similarly, monitoring of education service delivery will lead to improved
effectiveness and efficiency and the end product will be of high quality.
TQM views an organization as a collection of processes. It maintains that
organizations must strive to continuously improve these processes by incorporating
the knowledge and experiences of workers. It leads to continuously improving results,
but more importantly, improving capabilities of workers to produce better results in
the future.
Instructional supervision is a tool of assessing quality output in secondary
schools specifically designed to evaluate educational inputs, process and outputs. The
principal as the supervisor is expected to look at the teachers’ professional records,
his/her qualifications, experiences and the available materials for his/her subjects. The
principal should check on the teaching methods used by the teacher while delivering
his/her lesson, students’ participation in class, and the teachers evaluation methods for
continuous assessments. This is done through principal’s direct classroom observation
of a teacher and analyzing his/her classroom practices (Archibong, 2008).
There is a direct relation to the quality of student’s learning and the quality of
classroom instruction hence one of the most important aspect of instructional
supervision is provision of the necessary climate to promote ongoing instructional
improvement. Teachers need moral support and physical session attendance by their
supervisors to verify their commitment. Teachers should take part in identifying their
own strengths and weaknesses in curriculum implementation. Joint collaboration of
teachers and supervisors will enhance the instruction process leading to improved
student learning.
24
The responsibility of the principal as an instructional supervisor is to facilitate
the implementation of variety of instructional activities that will improve the teaching
- learning situation. He/she looks at the way the students perform in each subject in
external examination which is a determinant of teacher job performance.
1.7 Conceptual Framework
The conceptual framework of this study demonstrates how the principal’s supervisory
role enhances teachers' job performance as illustrated in the following Figure 1.1.
Source: Researcher (December 2018).
Figure 1
Influence of Principals' Instructional Supervisory on Teachers’ Job Performance
Lack of funds
Time constraint
Perception of
supervision
Intervening Variables
Improved Teacher Job
Performance
Punctuality
Classroom management
Prepared pedagogic
documents
Timely syllabus coverage
Improved classroom
instruction
Dependent Variables
Principal’s Supervisory
Activities
Classroom visitation
Checking teachers’
professional records
Provision of instructional
resources
Teacher appraisal
Independent Variables
25
The principal is the main supervisor in the school. He/she is responsible for
maintaining and improving the quality of instructional programs for the effective and
efficient attainment of the educational objectives of the school through teacher
supervision. The principal has various supervisory tasks, which include regular class
supervision, checking teachers’ professional documents and provision of learning
materials to ensure achievement of educational goals.
Regular classroom spot checks by the principals keep teachers alert and
attentive to the teaching and learning process. The principal evaluates the teacher
according to what he/she observes during the process of teaching. Teachers are helped
directly when principals observe lessons and give feedback with a view of improving
the instructional process. This will help teachers to have classroom management,
observe punctuality and manage time well as it is allocated in the school timetable.
The result is good academic achievement when the teaching staff is qualified and
competent in the instruction.
Principal’s checking of teachers’ professional documents helps the teachers
not only to be prepared pedagogically but also to improve classroom instruction by
making use of lesson plans in line with schemes of work, prepare lesson notes in
advance and mark students work. The principal is keen to follow on timely syllabus
coverage through supervision.
Provision of instructional resources ensures smooth teaching and learning. The
teachers make use of teaching facilities provided by the school and students are able
to work well without too much straining especially in cases where they don’t have
enough text books and other learning facilities like the science laboratories, library
enough classrooms and desks.
26
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. Stronge (2012) affirms that the students’ academic achievement
varies depending on the teacher who is assigned to the student. Teacher appraisal
leads to improved classroom instruction and eventually to improved students’
academic performance.
1.8 Operational Definitions of Key Terms
Principal: A high school leader entrusted with the responsibility of heading the
school with the intention of achieving the goals and objectives set.
Secondary Schools: Secondary schools in Kenya start right after primary education.
Students sit for the Kenya Certificate of Secondary education (KCSE) after
four years. This prepares the students to join University, colleges, professions,
Vocational and Technical Training Institutions.
Supervisory role: deals with monitoring teachers in relation to instructional related
duties such as classroom visitation to observe on teacher lessons delivery,
provision of teaching and learning resources, checking of teachers’
professional records like lesson plans, working schemes records of work,
preparation of lesson notes and providing assistance and support to teachers to
do their work effectively.
27
Teacher Job Performance: These are the activities performed by teachers at a
particular period in the school system in order to achieve the goals of the
institution. It is indicated by effective teaching, team work lesson notes
preparation, effective use of schemes of work and monitoring of students
work. The efficiency and effectiveness in improving classroom practice is
reflected in learners’ self-discipline and good results in KCSE.
28
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.0 Introduction
This chapter gives an overview of related literature on the role of the principal
as a supervisor in enhancing teachers’ job performance. The reviewed literature is
discussed under the following sub-headings: theories related to the study, approaches
used by the principals in improving teachers work performance, principals’
supervisory activities; classroom visitation, checking of teachers’ professional
records, provision of learning resources and teachers performance appraisal.
2.1 Theories Related to the Study
Instructional supervisors ought to be guided by theories of educational
supervision for constant improvement on quality of education and learning and
teaching conditions for a desirable educational system. This section is going to
discuss two theories related to instructional supervision. This includes but not limited
to systems theory and scientific theory.
2.1.1 Systems Theory
This study was guided by systems theory of organizations developed by
Ludwig Von Bertalanffy in the early 1950s. According to the system theory, System
is a set of things or parts forming a whole or a complex unity formed of many often
diverse parts subject to a common plan or serving a common purpose. It composes of
thinking in terms of the whole problem, task, operation or group and its interacting
sub-parts, as well as analyzing, selecting, implementing and checking the alternative
29
optimum, sequence, functions or component part with a goal of achieving a desired
outcome (Mburu, 2017).
Schools are social systems in which two or more persons cohesively work in a
coordinated manner to attain common goals. This definition is useful as used by
Mburu (2017), for it specifies several important features of schools which consist of
people, they are goal-directed in nature, they attain their goals through some form of
coordinated effort, and they interact with their external environment. Social systems
theory generally deals with open systems because it is almost impossible to envisage
a social system, such as a school, that is not interactive with its environment. They
hold the view that an education institution is an open system that receives resources
(inputs) from the environment and transforms (process) them into products (outputs).
According to Nduku (2016), the system theory, views the entire educational
organization as a group of parts that are highly inter- related and inter-dependent.
According to this theory education has various players including principal, teachers
and students and parents. The supervisor and the supervisee are highly inter-related
and inter-dependent. In an organization, the group consists of persons who must work
in harmony and each person must know what others are doing. Every part works to
contribute to the whole and if one fails to do his/her role the system fails.
The principal takes the role of both administrator and supervisor. He does
administrative work when planning school work, assigning duties to teachers,
formulating rules and regulations for the school. When the principal oversees the
teachers ' work, checks work records and visits to the classroom, he/she does
supervisory work. The principal should cohesively work with the teachers in
instructional supervision so as to improve quality of education and achieve individual,
school and national stated goals and the set objectives of education. The principals
30
therefore can be regarded as agents the required instructional supervision at the school
level. As the quality assurance agents, they need to play their supervisory roles
effectively to ensure quality in education, which is depicted by good teacher job
performance and improved students’ academic achievement in national exams. The
theory is applicable the study because a school is an organization with the principals’
role being pivotal in improving the school classroom instruction and the institutional
growth. The theory is used as a platform appraising the principal against the stated
premises.
2.1.2 Scientific Management Theory
The scientific Management Theory has a major implication on a supervisor’s
responsibility of increasing productivity in an institution. Frederick W. Taylor (1856-
1912), has been accorded the legacy as the founder of scientific management
principles. Taylor developed four fundamental principles of scientific management.
According to him, scientific management methodology should be developed,
managers should assume the responsibility for selecting, training and developing
employee, managers should fully cooperate with employees to insure the proper
implication of the scientific management method and management should become
involved with the work of their employees as much as possible. Scientific
management consists of a system for supervising employees, improving work
methods and providing incentive to employees through the piece system (Kamete,
2014).
The scientific management theory is vital in school management for
effectiveness of the school. The designation of professional characteristics of teachers
was one of the end results of the theory of scientific management in the education
31
sector. These characteristics were designated and compiled precisely within a
particular framework. The principles of education and educational guides are meant to
make teachers become familiar with details concerning their work as well as the
teaching methods and by providing them with the required means for achievement of
desirable results.
The supervisors should closely co-operate with teachers so as to ensure that
instructional practices are being carried out effectively. Through instructional
supervision the teachers can discover educational rules and identify the best
educational and instructional practices. Teacher evaluation of their performance can
also be carried out by skilled teachers. It is the duty of a principal to ensure teachers
meet the respective standards using various methods. According to Ireh (2016), the
strengths of the scientific management Theory include an enhanced production since
it focuses on maintaining a steady improvement in the institutions. There is fruitful
co-operation between the principal and the teachers as well as enhanced team work
which in return assists in improved job performance. Through following scientific
selection and training methods it enhances efficiency in the organization as well as
standardization of teaching and learning techniques, tools, equipments and materials.
The workers benefit from the development and scientific training since they are able
to enhance their level of competency and knowledge.
As a limitation, the scientific theory is an expensive system since it requires an
investment of a huge capital. The management is responsible for the establishment of
a work study, planning department, training of workers and standardization which
requires a lot of finance. The manager is the one in control of employees and plans for
all their activities. This has a negative impact on the employees since they lack
32
creativity, their work also become monotonous and tedious due to repetition of the
same tasks thus reducing their level of motivation.
2.1.3 Goal Setting Theory of Performance Management System
The pioneer of Goal Setting Theory was Edwin Locke (1968) who was of the
view that when individuals or organizations set more difficult goals they perform
better. Likewise if the set goals are easy, then the performance of an individual or
organization decreases. According to Locke and Latham (2006), there are five basic
principles that allow goal setting to perform better. These include clarity, challenge,
commitment, feedback and task complexity.
According to Oyaro (2016) clarity refers to a clear and measurable goal that
can be achieved within a specific timeline and within goal setting. Challenge refers to
the goals being able to achieve a decent level of difficulty motivating the individual
and organization to strive for positive goal achievements. Commitment makes
individuals or organization put on deliberate efforts in meeting goals. It also helps
goals to become more achievable. Feedback provides information on the progress
towards achieving goals. Individuals and organizations can adjust goal setting
according to the feedbacks. Task complexity makes the achieving of goals easier by
laying down process and steps.
Goal setting can be achieved by applying all the principles strictly and
ensuring that all goals account for the principles. There are several goals within
education which includes organizational goals, academic goals, performance goals
and professional goals. The organizational goals are set within the schools charter and
provide the strategic direction for the school. The academic goals are specifically
focused on the academic achievement and expectations from the students at the
33
school. To achieve these goals, the principal and the teachers need to establish their
own personal and professional goals in order to improve performance.
Teachers’ performance management is supposed to motivate teachers to
achieve desired goals Nuwagaba (2015). The idea behind goal setting theory is that
through setting goals, an employee knows what need to be done and how much effort
will need to be exerted. It is assumed that individuals compare their current
performance to the required level of performance for the accomplishment of a goal. If
they fail to perform they will be motivated to fill gaps to achieve the goal by working
harder. The supervisors should involve the teachers in goal setting and decision
making rather than just assigning it to them. The reason is that individuals are more
committed to choices in which they have a part.
2.3 Classroom Visits and Teachers Job Performance
The aim of classroom visit is to motivate teachers and help them to be
attentive in their work so that they can detect problems in the course of supervision.
In the course of the teaching and learning process, it is the role of the principal to
conduct regular observation to the teachers as well as to make notes in class. They
should discuss their observation with teachers in order to provide for in-school
professional development.
According to Panigrahi (2012), observation of a lesson presentation is the only
way the principals can be enlightened into the quality of teaching and learning going
on in the school. The principal can be able to access teachers’ potentials of excellence
through watching a teacher presenting a prepared lesson. The studycarried out by
Panigrahi used a survey design to investigate the effectiveness of teleconference
programmes on teachers’ capacity building. The study used a sample of 775
34
elementary school teachers as participants in India. It was established that
teleconferencing has a positive contribution towards capacity building of teachers.
This research was done in primary schools and focused on teachers in India and
limited to teachers’ capacity building through teleconference program. The study also
neglected the place of the principals who play a major role in supervision of teachers
for quality teaching and learning process.
The teachers have a responsibility to improve the quality of education through
their level of preparedness for classroom instruction. In Indonesia Dwi and Puranto
(2014), sought to find out whether there was a significant influence of principals
supervision and teachers’ performance in Pangudiluhur Ambarawa Elementary
school. The study sample consisted of six teachers and the data was collected through
the use of questionnaires and interview guide. Descriptive analysis technique was
employed for data analysis. The research findings indicated that there was a
significant positive effect of classroom visitation on teachers work performance. The
sample size for this study was too small and it only targeted the teachers which is not
enough to generalize the findings.
Through classroom visitation the principal is able to observe the teaching
methodology applied by the teachers and especially the new teachers in the
profession. The study to examine the role of classroom observation in pre-service
English teachers’ understanding of the teaching profession was carried out by
Noguera (2018) in Baloaric Islands in Spain. The researcher used systematic and
unstructured classroom observation to evaluate the process that prospective English
teachers go through during a two- month classroom observation period. The data was
collected through a questionnaire administered to a sample of 171 participants and a
journal in which teachers wrote once per week about their overall learning from the
35
classroom observation. The findings indicated that an extended classroom observation
encounter allowed the student teachers’ beliefs to evolve and their identities as
English teachers to develop. The findings conquer with Dwi and Puranto (2014)
where teachers view the role of the principal in terms of classroom observation has a
positive contribution towards work performance. However the study was limited to
English teachers unlike the current one which focuses on all teachers.
Supervision of the teaching learning process in a school through observing a
teacher teach helps the supervisor to be aware of a teacher’s creativity in working
with the students. The principal has a role to communicate the feedback after
observing the teacher which according to Tsegaye (2016) is not always done. An
investigation was carried out to establish the impact of instructional supervision on
teaching methods and assessment techniques in preparatory school of Bole Sub-City,
Addis Ababa by Tsegaye (2016). Two preparatory schools, teachers and supervisors
were purposively sampled. Questionnaires and interview guide were used as
instruments for the data collection. The study found out that instructional supervision
practices were not being implemented in the proper way. Problems like a lack of
information which is up to date about the modern ways of teaching and learning
activities; shortage of sufficient instructional material, difficulties of teachers to have
workshops and other trainings were some of the shortcomings identified. The study
was limited to preparatory schools, teaching methods and assessment techniques, thus
creating a gap.
A study was carried out by Egwu (2015) on principals’ performance on
supervision of classroom instruction in Ebonyi State secondary schools in Nigeria.
The sample comprised of 360 teachers. Data was analyzed using mean, standard
deviation and t-test statistics. The results of the study showed that the principal’s
36
performance in supervision of classroom instruction in secondary schools in Ebonyi
State was effective. The principals as supervisors should give priority to supervision
of classroom instructions to facilitate quality teaching and learning. This research was
conducted in Nigeria, which is a different locality to the current one.
The principal needs to be competent in his/her way of carrying out the
supervision role in order to earn trust and confidence from the supervisee. Chidi and
Akinfolarin (2017) sought to find out the principals’ supervisory techniques as
correlates of teachers’ job performance in secondary schools in Ebonyi state, Nigeria.
Three research questions were used and three hypotheses were tested at 0.05 level of
significance. A correlation research design was adopted for the study. For the
sampling of 1005 respondents, stratified proportionate sampling technique was used.
The co-efficient of the Pearson product moment was used to answer the research
questions and the hypotheses were t-test used. Study findings revealed a high positive
correlation in secondary schools in Ebonyi State between classroom observation
techniques and teacher job performance. Teachers tend to improve their teaching
techniques when there is close supervision. The study used a single tool for data
collection, different research design with a very big sample different from the current
study and only looked at the techniques used by the principals thus creating a gap.
In Kenya, some teachers view classroom visitation as an enrichment to the
teaching and learning process. Wairimu (2016) carried out an investigation to
establish how teachers perceive classroom observation; checking pupils’ exercise
books influence their performance of duty in primary schools in Nakuru North,
District. The descriptive survey design was employed and the sample size included 20
head teachers and 9 teachers. The head teachers make classroom visitations and hold
conferences to discuss the challenges teachers face in the course of teaching and
37
learning process and the way forward. Teachers agreed that supervision helps to
improve the instructional process. The teachers sampled were too few and the study
ignored the students who could have important information concerning their views on
classroom observation during instructional process by the principal and how it
influences the teaching learning process.
A study to determine the influence of secondary school principals’
instructional supervisory practices on students’ KCSE performance in Yatta Sub
County Kenya was carried out by Nduku (2016). The study employed descriptive
survey design with a sample of 25 principals and 153 teachers. The questionnaire
administered to teachers and principals was used as a tool to collect data. The
analyzed data was presented using descriptive statistics which included tables,
frequencies, percentage and content analysis. It was established that 82.80 percent of
the teachers indicated that classroom visitation was carried out once per month. The
study findings confirmed that supervision of classroom instruction had an influence
on students’ performance and that exercise should be strengthened. This concurs with
Wairimu (2016) in that if classroom visitation is perceived positively both the learners
and teachers will benefit in the teaching learning process. The findings from the
research carried out by Nduku (2016) are of importance to the current study but was
limited to students performance. The data collection instrument was only the
questionnaire while the current one sought to solicit more data through the use of an
interview guide.
According to Kosgei (2012), it is the role of the principal to observe classroom
instruction frequently in order to offer encouragement to the supervised. Thisleads to
an improvement in work performance as teachers feel motivated. Kipngetich (2016)
carried out a study on the influence of the teaching supervision of head teachers on
38
the performance of students in KCPE. The study was carried out in public schools of
Mulot Division, Narok South Sub-County in Kenya. The findings indicated that
76.6% of the head teachers conducted classroom visits only once per term. The
frequency of instructional supervision through classroom visitation was insufficient
which contributed significantly to the pupils’ poor academic performance. Odumbe
(2016) concurs with Kipngetich (2016) in his findings that majority of the head
teachers rarely observes the teaching process going on in class given their heavy
workload. The study was limited to primary schools and mainly focused on pupils’
KCPE performance. The study ignored the teachers’ job performance, yet teachers are
key players in promoting students academic achievement. Through lesson observation
among the teachers and by the principal’s teachers grow professionally by identifying
their areas of weaknesses and also learn from one another.
2.4 Checking of Teachers’ Professional Records and Teachers Job Performance
The school administration attempts to ensure an achievement of acceptable
standards of teacher work performance and quality results through instructional
supervision. It is one of the tools of quality control in the school system with its main
focus as the achievement of appropriate expectations of educational system (Okai,
2010). According to Code of Regulation for Teachers (2015), the principals must
check teaching standards by ensuring that the teachers prepare records of work,
schemes of work, lesson notes and keep records of students’ progress.
Supervision is also considered as those activities performed by the principal to
enhance instruction at all levels of the school system. Teachers are expected to plan
well for their lessons before. Heidari (2014) conducted a survey in Iran with 93
English teachers to find out their views concerning use of lesson plans in secondary
39
schools. The participants undertaking this study responded to a modified
questionnaire. The questionnaire was used to measure the attitude of teachers towards
lesson planning and the degree of educational differences among them. The data was
analyzed using descriptive statistics and T-test. The results indicated that the English
teachers agreed with utilizing the lesson plans.
The findings revealed that due to the importance attached to the lesson plans,
there is a need to hold specialized workshops which may provide necessary
information which can be used for developing better course plans. The survey used a
small sample of only the English teachers and did not consider other professional
documents important for teachers. The current one will use a wide range of samples
including the principal, teachers of various subjects and students.
An investigation on planning of teaching and learning in the context of lesson
plan was also carried out by Darra and Kanellopoulou (2018) in Greece. The study
followed a mixed methodological planning for reasons of triangulation. The survey
was conducted from February 12th to 1st April 2016 in the second grade of the
secondary education school in the prefecture of Attica. A total of 31 students, the
director as well as the four teachers of literature participated in the study. The survey
results showed that the participating teachers were positively influenced by the lesson
planning and preparation, thereby gaining valuable experience and knowledge during
the course of the lesson plan implementation.
The findings from Heidari (2014), Darraand Kanellopoulou differ with Kibret
(2016) who carried out a study to determine how lesson planning influence students’
performance in Italy. Qualitative approach was employed in this research which used
multiple sources of data including concept maps, questionnaires, an online lesson
planning tool, standardized tests and semi structured interviews. The sample size
40
consisted of four physics teachers from different grade levels and a sample of 215
students. The analysis indicated that teachers did not interpret the data in the lesson
plan, did not identify learning needs or draw meaningful information from the data
from adapting instruction. Fujji (2016) conquers with Kibret (2016) who found out
that lesson planning is under appreciated by teachers not originally from Japan. The
teachers could not fully see the richness of lesson plan and how it can improve
teaching and learning. The study was limited in that it only used the qualitative
research design and focused more on lesson plans thus ignoring other relevant
teachers’ professional documents which influence teachers’ job performance.
A teacher who routinely prepare the schemes of work, plan their lessons, write
lesson notes and maintain learners progress records are better prepared to deliver the
curriculum. A research was conducted by Lyonga (2018) to examine the impact of
head teachers’ instructional supervision practices on teachers’ performance in
selected primary schools in Konye sub-division in Cameroon. Descriptive survey
design was employed to explain the impact of checking teachers’ records on their job
performance. The sample size consisted of six head teachers and twenty-eight
teachers selected from six Konye Subdivision schools that included two state-owned
schools, two confessional schools, and two private lay schools. A questionnaire in
five sections was used to gather teachers and head teacher’s data. The data was
analyzed for descriptive statistics using SPSS version 20.0 that included frequency
and percentage use. Regular checking of work records covered by teachers, checking
and correcting the lesson plans of teachers and holding teacher sessions had a major
impact on how to improve teaching and learning activities in primary schools.The
study was limited in that it only used a questionnaire to collect data and the sample
41
was too small to generalize the findings ranging from private, public and church
owned schools.
A study was conducted by Sule (2012) to investigate teachers’ record keeping
in relation to teachers’ job performance in Cross River state secondary schools in
Nigeria. The study involved a sample of 160 teachers 3,300 senior secondary school
students who were randomly selected from 23 secondary schools in Nigeria. The data
was collected through the use of a questionnaire. The result showed that the role of
the principal in inspecting teachers’ record keeping strategy had a significant
influence on teachers’ job performance. The current investigation was carried out in
Nigeria which is a different locality and the students will be part of the sample since
they hold important information concerning the instructional supervisory practices.
A more recent study was carried out in Nigeria by Alibi (2017) on records
keeping for effective administration of secondary schools. The types of records
available in schools were identified, explained and listed. Importance of preparing
and keeping school records to all stakeholders of secondary school education was
well stated. Certain problems about record keeping in secondary schools were
highlighted like inadequate record keeping materials, poor handling of records by the
teachers and the use of prefects to write some records for the teachers. The study
suggested that the teachers should be well oriented towards school record keeping and
be practical in keeping and maintenance of school records. The study was limited in
that it did not indicate the research design, study sample and the methodology for data
collection and analysis.
A case study on the effects of lesson plan on teacher’s classroom management
was carried out by Hanane (2016) in the University of Mohamed Kheider of Biskra in
Algeria. A questionnaire was administered to 10 teachers at the department of English
42
in order to find out if the teachers see planning as an important aspect of teaching.
Another questionnaire was administered to 61 students selected randomly to find out
if they benefit from teachers planning or not. The study reported a correlation
between lesson plan and classroom management. The research was limited to lesson
plans thus neglecting other professional documents used by the teachers. The study
was further limited to English teachers thus ignoring other subject teachers.
Instructional supervision is regarded to as a co-operative activity where the
teachers and supervisors engage in keeping updated records with a purpose of
improving instruction for improved students’ learning process and academic
achievement. A study conducted by Aseka (2016) to investigate the influence of the
instructional supervision of the head teacher on the job performance of teachers in
public primary schools in the sub-county of Lang’ata in Nairobi County. The findings
indicated that 67.6 percent of the work performance of teachers was attributed to the
supervisory role of teacher visitation and professional record checking by the head
teachers. The head teacher’s practice of checking the records of work gave them the
opportunity to have a fore sight of teachers’ manner of delivery and the pupils’ needs
for early intervention through in-service training. The study creates a gap since it was
conducted in primary schools whose reality is different from the secondary schools.
An investigation on the instructional supervisory practices on pupils’
performance in KCPE was carried out by Opicha (2016) in Khwisero- Kakamega
County in Kenya. The study used descriptive survey design with a target population
of 62 head teachers and 496 teachers of Khwisero Sub-County. The instrument used
in collecting data was a questionnaire administered to teachers and head teachers. The
findings showed that most head teachers monitored on a monthly basis the
professional documents. This was a good indication that the teachers in the head were
43
keen to monitor the teachers ' progress. This study creates a gap in that it used only
one instrument to collect data while the current one made use of the interview guide
and the questionnaire.
A research to investigate the influence of instructional supervision on pupils’
KCPE performance was carried out by Gitau (2016) in Thika West – Kiambu in
Kenya. It established that the head teachers evaluation of lesson affect pupils
performance. The study employed a descriptive survey design and targeted 329
teachers and 27 head teachers from Thika West Sub- County. Simple random
sampling method was used to select 15 schools. All the head teachers from the
sampled schools were involved in the study. Simple random sampling method was
used to select four teachers from each school adding up to a total of 60 teachers. The
study used questionnaires as an instrument for data collection.
The study findings indicated that head teacher’s evaluation of teachers’ lesson
plans, holding conferences with teachers and ensuring syllabus coverage positively
influenced influence pupil’s academic achievement. The investigation by Gitau
(2016) is relevant but it only targeted the primary school teachers. The preparation of
lesson plans has a big role in defining the attainable objectives in the learning
procedure and it can end up enhancing quality teaching and improved teacher job
performance. Kimeu (2010) asserts that overall high performance would be realized
in schools if head teachers carry out their instructional supervision role.
2.5 Provision of Instructional Resources and Teachers’ Job Performance
Provision of instructional resources is another role of the principal. Resource
management and allocation is a challenging task to the principals. The principal needs
to carefully identify the needs of a school in collaboration with the teachers be in a
44
position to make financial projections and plans that meet them. Several studies
suggest a strong correlation between resources availability and teachers job
performance.
A research was conducted by Boudreaux (2016), on perceptions of teachers on
quality facilities in USA. The sample size consisted of a total of 3453 elementary and
middle school teachers. The research instrument was a questionnaire which sought to
find out the teachers perceptions of school facilities and its relation to reading and
math on the 2010 Tennessee Comprehensive Achievement Program (TCAP)
assessment. The results indicated that there was no significant difference between
elementary and middle school teachers’ perceptions about quality school facilities.
However, there was a difference in the perception of teachers working on
standardized testing in schools with skilled reading and math scores. The study is
relevant to the current one but was carried out in a first world country which is a very
different reality from Kenya.
Lumpkin (2013) evaluated the passing rate of the Florida Comprehensive
Assessment Test (FCAT) of fourth, eighth, ninth and tenth grade after students were
transitioned to a new school. The findings of the study indicated that students moving
from an old school building to a new facility compliant with 2000 State Uniform
Building Code for Construction of Public Educational Facilities (UBC) increased
their mean score on both math and reading. This is a clear indication of a direct
relationship between the school environment and academic achievement of students.
Students who go to schools which are well equipped have a higher possibility to
perform better compared to the ones who lack even their basic necessities.
Studies were carried out by Indian scholars Singh & Kumar (2017) on the
impact of infrastructural facilities and teaching learning resources on the academic
45
attainments and placements of management graduates of selected Bangalore based B-
schools. The sample size of 3 Bangalore based Management Institutions and 300
randomly selected final year management students participated in the study. A
questionnaire was used as the main tool for data collection. The data was analyzed
and put to statistical treatment through use of means and standard deviation. The
findings revealed a positive correlation between availability of physical infrastructure
facilities and educational attainments on the campuses of the B- schools.
In Huye District, Rwanda, Bizimana (2014) sought to determine the
correlation between the availability of teaching and learning resources and effective
management of the classroom and delivery of content in secondary schools. The study
used a research design descriptive survey. A stratified sampling technique was used to
select a sample size of 619 respondents, consisting of 81 school administrators, 160
teachers and 378 students. A questionnaire was used to collect data from the field as
the main research tool. The data were analyzed using the statistical technique of
Pearson's Product Moment Correlation Coefficient.
The main finding was that the study level of teaching and learning resources
was not sufficient to compromise the effectiveness of the management of the
classroom as well as the delivery of content. The unavailability and inadequacy of
learning resources had a negative influence in the teaching methods and focus on an
individual learner. This made it challenging for the teacher in terms of fostering
discipline and good attainment of academic results. The study was limited in that it
focused with the learning facilities and not the other instructional activities which
affect teachers effectiveness and the students learning outcome as is the case with the
present study.
46
Takwale (2018) conducted a study to investigate the allocation, availability
and maintenance of school facilities as a correlate of the academic performance of
high school students in Adamawa State, Nigeria. Co-relational design for the study
has been adopted. A sample size of 153 school principal and 377 teachers was drawn
randomly from 248 high schools and 6.45 teachers using a proportionate sampling
technique, respectively. For data collection, a questionnaire was used. Mean scores,
standard deviations and Pearson Product Moment Correlation Coefficient was used
for answering the research questions and hypotheses. It was found that allocating and
maintaining school facilities was inefficient. The level of school facilities availability
was rated as unavailable and the level of academic performance of students was found
to be poor. Among other things, the study recommended that government adequately
equip all senior high schools in the state, school principals should frequently conduct
a comprehensive assessment of facilities in their schools to identify areas of need, and
the Ministry of Education should promptly provide funding to maintain school
facilities as they receive reports from schools.
Teaching and learning resources actualize the teaching and learning.
According to Mugure (2012), instructional materials facilitate in retention of abstract
concepts and ideas. It also keeps the learners busy and active thus, increasing their
participation in the lesson. Lymo, Jackson, Kirui and Kipng’etich (2017), did an
investigation on how teachers perceive the availability of instructional materials and
physical facilities in secondary schools of Arusha District in Tanzania. The
researchers employed descriptive case study design and data was collected using a
questionnaire, interview guide and document analysis guide. A simple random
sampling and purposive sampling techniques were used to select a sample of 318 out
of 1049 selected schools in Arusha.
47
Lymo, Jackson, Kirui and Kipng’etich (2017), identified that there were
inadequate textbooks, reference books, physical facilities such as classrooms, desks,
chairs and the available classrooms are not well constructed and have inadequate
spacing. The study recommended that the principals facilitate provision of
instructional materials and physical facilities in consultation with the government.
Availability of school’s physical facilities are generally agreed to have a direct
bearing on good performance. The investigation was carried out in a different
country. Conversely, it is of interest to find out if inadequate facilities have an
influence on teachers’ job performance.
Teachers need availability of instructional facilities in schools for them to
enhance productivity. A study conducted by Kiptum (2018) sought to assess the
influence of physical environment on teacher satisfaction in public primary schools in
Elgeyo Marakwet County in Kenya. The study targeted teachers, head teachers,
curriculum support officers and assistant county directors. The stratified, purposive
and simple random sampling techniques was used to select 11 schools, 121 teachers,
11 head teachers, 7 curriculum support officers and 1 sub county director. The data
collection tools were questionnaires, interview schedule and observation. Quantitative
data was analyzed by use of both descriptive and inferential statistics where multiple
regression analysis was used. The inferential statistics comprised of Pearson Product
Moment and multiple regression. The school facilities positively influenced teachers’
satisfaction. There is need for the school management to ensure the availability of
adequate facilities such as desks, shelves, classrooms and adequate reading and
writing materials.
A study carried out by Omae, Onderi and Mwebi (2017) sought to explore the
quality implications of learning infrastructure on secondary education of a County in
48
Kenya. The study used the theory of the production function and adopted an
explanatory sequential design that was used in the mixed approach of methods. The
sample size consisted of 9 selected educational officers, 181 principal, 181 senior
teachers selected through stratified and random sampling techniques. Tools used to
collect data were questionnaires and schedules for interviews. While qualitative data
was analyzed using thematic analysis, quantitative data was analyzed using
descriptive and inferential statistics. The study findings indicated that majority of the
schools had no libraries, laboratories, administration offices and water.
The study conducted by Musyoka (2018) aimed to identify the school-based
factors influencing the performance of KCSE students in Kathiani Sub County's
public secondary schools. The study was guided by the Function Theory of Education
Production. Descriptive research design was used in the study. The study's target
population was 30 head teachers and 270 department heads in 30 Kathiani Sub
County, Machakos County public secondary schools. In selecting a sample size of 9
head teachers and 81 department heads from the target population, the study used
Simple random sampling, stratified sampling and purposeful sampling techniques.
Questionnaires were used by head teachers and department heads to collect data.
Quantitative data were analyzed using frequencies, mean percentages and standard
deviation while Pearson correlation coefficient was used to test hypotheses at the 0.05
level of significance. The study found that teaching resources were inadequate,
particularly radios, television, computer and projectors, and that teacher inadequacy
was caused by the fact that no immediate replacements were made after teachers had
transferred from schools. Furthermore, among others, the study found that library and
laboratory facilities were inadequate. The study generally found that supervisory roles
49
for teaching resource, teacher adequacy, physical facilities, and head teachers had a
positive and meaningful relationship with the performance of KCSE students.
2.6 Principal’s Role of Teachers’ Appraisal and Job Performance
Teachers’ performance appraisal system is a constituent in determining how
teachers perform their work in the institution. The performance assessment system's
general objective is to manage and improve teachers ' performance. Muli (2011)
asserts that there is an evidence the 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.
Several studies have been carried out on how the teacher appraisal system is affecting
and influencing teachers’ job performance.
An investigation by Campbell (2014) sought to find out how the teachers
perceive the teacher performance evaluation process and their experience with the
Jamaican Ministry of education. This qualitative research engaged 15 trained teachers
teaching in public school from across the Island of Jamaica. The face to face
interview was conducted to gather data. The analyzed data revealed that the teachers
see the importance in performance evaluation and understand that it can provide the
opportunities for teachers’ growth and development and at the same time hold the
teachers accountable. According to Campbell (2014), the present teacher performance
evaluation is performed in various ways. The steps are adjusted, modified, simplified,
ignored, and changed by individual school administrators based on their process
understanding, dedication, teacher performance ability, received training, and time
constraints.
50
Teachers revealed the ways in which the teacher's performance assessment
system has hindered or supported their work, the problems they have with the current
system and the implications for teacher growth and development The current
Jamaican teacher performance assessment system has the potential to impact teacher
development, support teacher work, hold teachers accountable and responsible. If
properly performed by administrators who are equipped with the necessary skills, if
teachers are informed about the purpose of teacher performance assessment and how
they can support their work and if done in a trustworthy, collegial and collaborative
environment. While using qualitative research design, this study is relevant to the
current one. A reality that is quite different from Kenya has been accomplished in
Jamaica thus creating a gap.
Dizon, Pedro, Munsayac, Padilla and Pascual (2018) sought to measure the
level of implementation of the result-based performance management as a
performance management tool. The paper focused on the teachers as well as the non
teaching staff of the department of education division of Gapan city, Philippines. The
sample consisted of 220 employees selected through random sampling. The study
used a mixture of qualitative and quantitative research design. The quantitative tools
consisted of the self made survey and qualitative part involved description,
observation, interview and analysis of the data involved. The study findings showed
the need for periodic evaluation of the implementation of the results based
performance management system as well as the strict compliance to the guidelines.
The main purpose of the study carried out by Bizuneh (2016) in Ethiopia was
to investigate factors that affect teachers’ performance evaluation system and to
propose the solutions to the problems. 100 students, 35 senior teachers and 16
administrators were chosen by using purposive sampling method. The questionnaire
51
and teachers personal files were the main instruments for the data collection. The data
from the field was analyzed through correlation coefficient, t-test and rank order
method. The results showed that teachers’ attitudes towards their performance
evaluation were negative. This was indicated by students and administrators scores
which showed a negative correlation and inconsistency. The criteria of teacher
performance evaluation did not consider the level of training, characteristics of
learners and materials being used. The criteria were not directly related to the
classroom instruction and the standards were not achievable to motivate teachers. In
the same way teachers had no confidence in principal’s knowledge of how to use the
evaluation instruments. They assumed that administrators evaluated teachers’
performance based on their relationships and external duties. Principals as supervisors
need to be trained in order to improve their incompetent evaluation skills. The
teachers need to be well prepared for the exercise to have a positive impact.
An assessment on the effectiveness of teachers’ performance appraisal
feedback in secondary schools education performance was conducted by Karugaba
(2015) in Bukoba, Tanzania. The study adopted a qualitative (case study) approach
but used both qualitative and quantitative data collection and analysis methods. The
study sample was 76 respondents who included the heads of schools and teachers.
Interviews and questionnaires were used to collect data which was analyzed
descriptively and through narration. The study found out that teacher performance
appraisal feedback is generally not effective and teachers were not being given
regular and timely feedback. The researcher recommended that there was a need for
principals to be given time to time training so as to equip them with adequate
knowledge and build their capacity for effective performance appraisal system in
secondary schools.
52
In Uganda, the teacher appraisal system is normally carried out in schools. A
research carried out by Kyakulumbwe, (2013) aimed at finding out the influence of
appraisal system on staff performance in selected privately managed schools. The
study used a cross sectional survey design. Self-administered questionnaires were
used to collect quantitative data. Pearson’s product moment correlation coefficient
found out a strong concrete relationship between appraisal feedback and staff
performance. The study recommended that the management of private schools clearly
observe guidelines for the development of performance goals such as clearly
assigning and identifying areas of responsibility for all staff and communicating
priorities, making consistent and timely decisions leading to positive results in
accordance with the guidelines for the evaluation of public service. The study is
relevant to the current one but it was mainly concerned with appraisal feedback. It
was also carried out in another country and was also conducted in private schools.
The researcher wants to establish whether the principal’s role of appraising teachers
has any influence on the job performance in the region of the study.
In Kenya, the TSC [2015] guidance is provided for the commission to
determine the intervals for the conduct of assessments in educational institutions. An
investigation was conducted to determine the impact of the Teachers Performance
Appraisal [TPA] policy on curriculum evaluation effectiveness in Kenya's public high
schools. The study by Aloo, Ajowi and Aloka (2017), employed a correlation
research design. In addition the study used stratified random sampling technique in
selecting 179 principals and 179 deputy principals. The study also used questionnaires
to collect data from the principals and deputy principals. The instruments for data
collection were tested for reliability by assessing the scale’s internal consistency
using Crobanch’s alpha and reliability coefficient of at least 0.7 was achieved. This
53
study found out that TPA policy contributed positively on curriculum evaluation by
teachers. The study confirmed that TPA accounted for 52.5% of the variation in
curriculum evaluation. The study also reported that several teachers had embraced the
appraisal with a view it would be used as a tool to determine their suitability to
promotion. Such a step would make teachers respect and adhere to the policy
guidelines. It was recommended the TSC should enhance the use of appraisal reports
in decision making on teachers to be deployed to senior positions and the ones to be
promoted to the next job groups. This study is limited in that it only focused on
curriculum evaluation but did not find out how the appraisal system influence teacher
job performance as the current study intends to investigate.
An investigation on the factors influencing teachers’ attitudes towards
performance appraisal in public secondary schools of Imenti North Sub- County,
Kenya was conducted by Oyaro (2016). The study adopted the research design of the
descriptive survey. The sample was made up of 127 teachers and 32 directors selected
using simple random sampling. The findings of the study revealed that 70.8 percent of
teachers had a negative attitude towards performance assessment, 60.8 percent of
teachers agreed that the principal did not communicate performance assessment in a
friendly manner, and 64.3 percent agreed that the attitude of the head of school
towards a teacher had an influence on how they rate a teacher. The principal agreed
that most school teachers had not received adequate performance assessment training.
As much as the Teachers Service Commission is emphasizing on the
importance of TPA to be carried out in schools, not all teachers appreciate the
practice. Gichuki (2015) sought find out how teachers’ perceive on the effectiveness
of the appraisal system in selected secondary schools in Naivasha and Gilgil Counties
in Kenya. A descriptive survey design was employed in the study which had a target
54
of 50 principals, 50 deputies and 434 teachers. The researcher used stratified random
sampling method to select 15 schools to participate in the study. A total of 15
principals and deputy principals were purposefully selected while 6 teachers from
each school were sampled through simple random method giving a total of 120
respondents. A questionnaire was used to collect data from the field. The qualitative
data was analyzed using descriptive statistics such as frequency counts, percentages
and means. The content analysis was done on the qualitative data by identifying
themes, patterns and categories of responses which were then presented in narrative
form.
The performance appraisal process was found to be ineffective in the
achievement of desired goals in public secondary schools in both Gilgil and Naivasha
Districts. The most commonly used methods appraising teachers in the schools under
study were through observation by the supervisors and self- evaluation. The most
effective and preferred method was the combination principal’s observation and self-
evaluation. From the findings, most of the teachers viewed appraisers in their schools
as ineffective in performance of their work. The appraisers lacked the requisite skills
required to conduct teachers’ performance appraisal process.
In addition, the study identified a problem in communication of the teacher
performance feedback from the appraiser, appraised as well as from the Teachers
Service Commission the employer. To some extent, teachers found the performance
appraisal to be of no benefit to them. It was recommended that the TSC should offer
in-service training to the principals, deputy principals and the teachers in order to
demystify its purpose in schools. Such training will also equip performance appraisers
with the requisite skills and knowledge and thus improve their performance.
55
The study made another recommendation to make use of a combination of
various methods to appraise the teachers and an improvement in communication of
the feedback between the Teachers Service Commission, schools and teachers so that
they can benefit from the exercise. The study by Gichuki (2015) sheds some light to
the current one, but creates a gap in that it mainly focused on the teachers’ perception.
2.7 Constraints Faced by Principals in Performing Supervisory Roles
Principals like other administrators face many challenges as they perform their
school roles. In their job descriptions, they face emerging demands, more complex
decisions, and other additional responsibilities not outlined. They face a variety of
administrative and management functions such as providing resources, managing
learner discipline, resolving parental conflicts, and dealing with unexpected teacher
and learner crises.
School leadership according to Kellerman (2015) has become a high wire act
that only the most skilled are able to perform successfully. The school principal is
obliged to perform diverse activities of administration and management. The primary
task of the principal is increasing learner achievement and ensuring teacher job
performance and satisfaction (Rigby, 2014). Many principals go through a lot of
difficulties in balancing their diverse administrative duties and the supervision of
curriculum implementation
Financial management is another area, which remains a challenge in many
institutions. A study carried out in Zimbabwe by Mapolisa (2016), aimed at finding
out the challenges the heads of schools face in the management of school finance in
Nkayi District. The target population included all of the district's 30 secondary
schools. The technique of random sampling was used to develop a sample of 10
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schools from which 40 respondents were selected purposefully. The study adopted a
descriptive survey design to use an interview guide and a questionnaire as data
collection tools. The study found that most heads lacked the accounting literacy
needed to manage school finances effectively, and that there was little or no
supervision of financial management issues from the Department of Finance of the
Ministry of Primary and Secondary Education.
In Kenya like in other countries, principals also face many challenges. Ndaita
(2015) conducted a study on constraints faced by principals’ in their instructional
quality assurance role among the public schools in Kenya. In execution of their roles
of effective application of their pedagogical skills the study identified hat principals
faced pedagogical related challenges as quality assurance officers. These challenges
ranged from inadequate teaching and learning resources, lack of co-operation and
negligence by teachers and students. Heavy workload was also identified as a key
challenge and teachers’ resistance in preparing schemes of work and lesson plans.
This hindered the principals’ efforts in ensuring quality of instructional process of the
students. This study supports a number of challenges encountered by principals in
their respective places of work. However, the areas of study differ and the concerns
could be different based on the locality.
2.8 Summary of Literature Reviewed and Knowledge Gap
The reviewed literature from global, regional and local studies have shed light
on the role of the principal as a supervisor and how it can influence the way teachers
perform their duties in schools. The principal has to frequently check on teachers’
professional documents which have to be up to date. He/she has the role observe
teachers’ classroom teaching on a regular basis and take note of learners’
57
involvement. In the classroom, the supervisor should make notes and work with a
clear commitment to promptly discuss their observations with teachers to ensure
professional development at school. In his study in Kenya, Aseka (2016) affirms that
the frequency of checking work records of teachers by the head teacher gave them a
foresight of the delivery of teachers and the need for early intervention by in-service
pupils. However, according to Odumbe (2016) and Kipngetich (2016) in their studies
carried out in Kenya, instructional supervisory practices were not being implemented
properly. A good number of the head teachers rarely checked teachers’ records of
work or even follow up by checking pupils’ exercise books. They are too much taken
by their administrative work that they do not even create time to sit in class to observe
teaching and learning process. The head teachers have a heavy workload and hence
they never get to supervise pupils’ work or have classroom visitations. The current
study seeks to find out if the cause of poor performance in Kangundo is due to lack of
principals’ commitment in their supervisory roles.
The aim of classroom visit is to encourage teachers to be keen on their work
and by being able to detect problems in the course of supervision. According to
Panigrahi (2012), the only way a head teacher can gain insight into the quality of
teaching and learning at school is through live observation of lesson presentation.
Only by watching the teacher give a prepared lesson can the instructional supervisor
access the potential for excellence. Principals need to avail themselves in the course
of monitoring the quality of teaching and learning carried out in class.
Principals should be in a position to provide the teaching and learning
resources for effective implementation of the curriculum. However, teaching and
learning resources were insufficient in Rwanda according to Bizimana (2014), thus
compromising the effectiveness of classroom management and content delivery. This
58
is also in line with some schools in Tanzania according to Lymo et al (2017). There
are inadequate learners’ textbooks, reference guides for the teachers and other
facilities like classrooms, desks and chairs. The lack of necessary facilities in schools
was found to have a negative influence in teacher effectiveness in the use of teaching
methods and the laying focus on an individual learner. Classroom management
becomes a challenge which affects learners’ attainment of good academic results. It
was an interest to the current study to find out how teaching and learning facilities
affect teachers job performance in Kenya.
59
CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY
3.0 Introduction
This chapter presents a detailed description of research design and the
methodology used. This includes a description of the main research design, the target
population, sample size and the sampling techniques used as well as a description of
instruments, which were used for data collection. The section will explain the data
collection procedures, methods used to analyze the data and ethical issues considered
in the field during the research.
3.1 Research Design
The study adopted a mixed method design and was used to collect data on the
principal's supervisory role, in particular the convergent parallel mixed research
design. The use the convergent parallel mixed design was for the purpose of
triangulation since the weakness of one method offsets the other method’s strength.
According to Ngigi, Wakahiu & Karanja, (2016) the combination of both quantitative
and qualitative research approaches provide a better understanding of research
problems than either approach alone.
To collect quantitative data the survey method was used. A questionnaire was
used to collect information. The purpose of the cross sectional survey is to describe
existing conditions, identifying the standards against which the existing conditions
can be compared and determining the relationship between specific events.
Qualitative data was collected through phenomenology in order to get the
individual’s perceptions and meaning of a phenomenon or experience.
Phenomenology strategy uses observation and interview guide to provide an in depth
60
information of the study. Phenomenology strategy was used principals to provide an
in depth information of the study through the use of interview guide.
3.2 Description of the Study Area
The current study involved public secondary schools which are located in
Kangundo sub-County, Machakos County. The public schools were chosen by the
researcher because most of the schools within Kangundo are sponsored by the
government. The Ministry of Education and the Teachers Service Commission have a
responsibility to ensure quality education is offered to the students through teacher
supervision.
The study was conducted in Kangundo which consist four zones which
include Kangundo Central, Kangundo West, Kangundo East and Kangundo North.
(Appendix G) These four zones receive enough rainfall and has fertile soil which
enables the inhabitants to participate in agricultural activities. The people in this area
also engage in quarrying as a means of earning their livelihoods.
3.3 Target Population
Target population refers to the total number of subjects, or the total
environment of interest to the researcher (Oso & Onen, 2011). It refers to the larger
group with one thing in common from which the sample is taken. The study targeted
all the 27 public secondary schools, 27 principals, 265 teachers and 1,040 students
within Kangundo Sub-County in Machakos County.
61
3.4 Sample Size and Sampling Procedures
This study employed a wide range of sampling procedures for schools,
principals, teachers and students. For quantitative research design, the researcher used
probability sampling. The researcher used stratified sampling to sample 8 schools, 56
teachers and 104 students. For qualitative research design, a non-probability sampling
method was employed with the purpose to select 8 key informants who are the
principals.
3.4.1 Sampling of Schools
According to statistics from Kangundo Sub-County Education Office (2017),
there are 27 public secondary schools in Kangundo. The schools were stratified as
boys, girls and mixed schools. The 1 girl’s school and 1 boys’ school were
automatically included since they were few in number. About 20% of the remaining
25 mixed day schools were subjected to simple random sampling. The researcher
sampled 6 schools from the 25 mixed day secondary schools. The total number of
participating schools in the study was 8 schools.
3.4.2 Sampling of Principals
The principals from the sampled schools were purposively sampled from the
eight schools. The justification for the automatic inclusion of principals in the study
was due to the fact that they are the ones who are in direct control of schools and as
agents of their employer TSC; they have first-hand information on teachers’ job
performance. The researcher also was of the opinion that the principals have relevant
information about instructional supervision in their respective schools.
62
3.4.3 Sampling of Teachers
Statistics from the Sub-County Education Office in Kangundo (2017) indicate
that there were 265 teachers in the 27 secondary schools in Kangundo Sub-County.
The teachers were stratified according to gender whereby a 5% from each category
were selected randomly to participate in the study. A total of 56 teachers participated
in the study with the justification that they are the key players in provision of quality
education through effective instructional practices.
3.4.4 Sampling of Students
Stratified sampling technique was employed to select students’ participants
from mixed schools who were stratified according to gender and a 5% of each
category was sampled. A total of 13 students’ respondents participated in the study.
For single gender schools, the researcher used simple random sampling to sample 13
students from each school.
Table 2
The Sampling Frame
Target population Sample size Sampling procedure Percent
Schools 27 8 Stratified 30
Principals 27 8 Purposive 30
Teachers 265 56 Stratified 30
Students 1,040 104 Stratified 10
Total 168
3.5 Description of Research Instruments
Data from the field was collected using three types of instruments that include
two sets of questionnaire for teachers and students and interview guide for the
63
principal. The questionnaire helped the researcher to obtain quantitative data while
the interview guide as well as the open-ended questions helped to solicit qualitative
data from the respondents.
3.5.1 Questionnaires for Teachers
According to Orodho (2009), a questionnaire is a collection of items inform of
questions of which a research participant is expected to respond. The questionnaires
are mainly used to get descriptive information from a large sample. The study used a
questionnaire to gather information from the teachers’ participants. They contained
items from both open-ended and close-ended questions. The open-ended questions
helped the respondents to freely express their views and attitude in an unbiased
manner while with the help of closed-ended questions, the researcher collected the
quantitative data.
The teachers’ questionnaire were divided into three sections whereby the first
contained the demographic questions that seek to find out the background information
in terms of gender, marital status, age, professional qualification and teaching
experience of teachers. The second section consisted of Likert Scale ranking
questions which will gather information about the principal’s supervisory activities in
relation to teachers’ job performance. The third section consisted of open–ended
questions, which facilitated the teachers to express their opinions and give
recommendations, (Appendix F).
3.5.2 Questionnaire for Students
The questionnaire for students was divided into three sections. The first
section contained the demographic questions that seek to find out the background
64
information in terms of gender, age, and class level. The second section consisted of
close-ended questions, which gathered information about the principal’s supervisory
activities in relation to teachers’ job performance. The third section consisted of open-
ended questions, which facilitated the students to express their opinions on the
supervisory role of the principal and give recommendations. (Appendix F).
3.5.3 Interview Guides for Principals
Interviews are appropriate for extracting sensitive and personal information
from respondents through honesty and personal interaction between the respondent
and the interviewer. The interview guide was divided into three sections to solicit data
regarding the demographic information, supervisory activities carried out by the
principals, the challenges they encounter and recommendations (Appendix C).
3.6 Validity, Pilot testing of Reliability of Research Instruments
3.6.1 Validity
Validity indicates whether the items selected measured what they were
designed to measure (Mwituria, 2015). Content validity and face validity was used to
validate the instruments. Content validity refers to the measures the degree to which
data collected using a particular tool represents a specific domain of indicators or
content of a particular concept. The extent to which an instrument appears to measure
what is supposed to be measured is referred to as face validity (Mwituiria). In
validating the instruments, some considerations such as whether the content of the
instrument is appropriate and comprehensive to get the intended information were
made. The researcher also assessed whether the sample of items or questions
65
represented the content in the instrument. The researcher consulted an expert in the
area research to check on the content and face validity of the questionnaire.
3.7 Pilot Study
Before visiting the selected schools for data collection, a pre-testing of the
questionnaires and interview guides was conducted using two schools in Kangundo
Sub-County, Machakos County. This pilot study was included in the final report
because it was used to determine the accuracy, clarity as well as the suitability of the
research instruments. Piloting was also carried out to check on the validity and
reliability of the research instruments. The pilot study involved 20 respondents
comprising 8 teachers and 12 students.
3.8 Instrument’s Reliability
According to Mwituiria (2015), reliability refers to a measure of the degree to
which a research instrument yields the same results after repeated trials. Orodho
(2009) further defines reliability of an instrument as the consistency in producing true
results. Through piloting, the researcher was able to test the reliability of the
instruments. Reliability of quantitative data collected through pilot study was
determined by using the Cronbach. Reliability co-efficient can range from 0 to 1 with
0 representing an instrument full of error and 1 representing total absence of error. A
reliability co-efficient (alpha) of 0.7 or higher is considered acceptable reliability as
indicated in the table 3.
66
Table 3
Instruments' Reliability
Cronbach’s alpha Internal consistency α ≥ 0.9 Excellent 0.9 > α ≥ 0.8 Good 0.8 > α ≥ 0.7 Acceptable 0.7 > α ≥ 0.6 Questionable 0.6 > α ≥ 0.5 Poor 0.5 > α Unacceptable
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).
70
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.
71
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
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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
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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
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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:
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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
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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
88
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
90
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.
91
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
95
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
98
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
99
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.
100
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
102
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.
103
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APPENDICES
APPENDIX A: INFORMED CONSENT FORM
INFLUENCE OF PRINCIPAL’S INSTRUCTIONAL SUPERVISORY ROLE
ON TEACHERS’ JOB PERFORMANCE IN SECONDARY SCHOOLS IN
KANGUNDO, MACHAKOS COUNTY, KENYA.
I, the undersigned, confirm that (please tick as appropriate):
1. I have read and understood the information about the project, as
provided in the information sheet dated.___________.
2. I have been given the opportunity to ask questions about the project
and my participation.
3. I voluntarily agree to participate in the project.
4. I understand I can withdraw at any time without giving reasons and
that I will not be penalized for withdrawing nor will I be questioned on
why I have withdrawn.
5. The procedures regarding confidentiality have been clearly explained
(e.g. Use of names, pseudonyms, anonymity of data,etc.) to me.
6. If applicable, separate terms of consent for interviews, audio, video or
other forms of data collection have been explained and provided to
me.
7. The use of the data in research, publications, sharing and archiving has
been explained to me.
8. I understand that other researchers will have access to this data only if
they agree to preserve the confidentiality of the data and if they agree
to the terms I have specified in this form.
9. Select only one of the following:
I would like my name used and understand what I have said or
written as part of this study will be used in reports, publications and
other research outputs so that anything I have contributed to this
project can be recognized.
I do not want my name used in this project.
10. I along with the Researcher, agree to sign and date this informed
consent form.
Name of participant: _________________________________________
Date: ______________________ Signature: _______________
Name of participant: _________________________________________
Date: ______________________ Signature: _______________
112
APPENDIX B: RELIABILITY OF INSTRUMENTS
Case Processing Summary
N %
Cases
Valid 10 100.0
Excludeda 0 .0
Total 10 100.0
a. Listwise deletion based on all variables in the procedure.
Reliability Statistics
Cronbach's Alpha N of Items
.734 17
113
APPENDIX C: LETTER OF INTRODUCTION TO THE PRINCIPALS
THE CATHOLIC UNIVERSITY OF EASTERN AFRICA
DEPARTMENT OF POST GRADUATE STUDIES
P.O. BOX 62157-00200
NAIROBI.
Dear Sir/Madam,
I’m a student at Catholic University of Eastern Africa carrying out a research on
Principals’ Instructional Supervisory Role in enhancing Teachers Job Performance in
Kangundo Sub-County. This research is for the partial fulfillment of the requirements
for the award of a Masters’ Degree in Education. Kindly, assist me by responding to
the questionnaires as honestly as possible. Your participation is completely voluntary.
Any information given in the questionnaires is for research purposes only and will be
treated with the utmost confidentiality.
Thank you for your co-operation.
Sr. Martha WairimuKamotho
114
APPENDIX D: INTERVIEW GUIDE FOR PRINCIPAL
1. How long have you been working as a principal?
2. Do you regularly conduct classroom visits to ensure teacher content delivery is in
line with recommended syllabus?
3. Do you check on the teaching and learning aids used by the teacher?
4. Do you discuss the results with the teachers after classroom in view of improving
the instructional practices?
5. Do you check professional documents?
6. Do you checks teacher’s records of work from time to time?
7. Do you ensure teachers cover syllabus for all subjects taught?
8. Do you check records of students’ progress after each assessment?
9. Do you provide teaching and learning resources?
10. Do you have adequate teaching and learning resources?
11. Does the school have enough teachers for all subjects which help to improve job
performance?
12. Does the school have well equipped science laboratories?
13. What is your role in appraising teachers?
14. In your view do you think teacher performance appraisal has any kind of
relationship with the way teachers do their work?
15. Do you think your way of relating with the teachers influence the appraisal
process?
115
APPENDIX E: QUESTIONNAIRE FOR TEACHER
SECTION A: DEMOGRAPHIC INFORMATION
Instructions
● Tick where appropriate
● Provide brief information where necessary
1. Gender: Male ( ) Female ( )
2. Age:( ) Below 24 years ( ) 25-29 years ( ) 30-39 years ( ) 40-49 years
( ) 50 years and above
3. Your professional qualification:
( ) Diploma ( ) Bachelor ( ) Masters
( )Others please specify (____________________________)
4. How long have you been a secondary school teacher?
( ) Less than one year ( ) 1-5 years ( ) 6-10 years
( ) 11-15years ( ) 16-20 ( ) 21 years and above
5. Among the listed positions which one do you hold in the school?
a. Classroom teacher
b. Subject teacher
c. Head of department
d. Deputy Head
116
SECTION B: SUPERVISION ACTIVITIES
The following statements relate to supervision. Read them carefully and use the
following scale: Strongly Agree (SA), Agree (A), Undecided (U),Disagree (D),
Strongly Disagree (SD),to tick where appropriate.
SA A U D SD
7. Principal’s classroom visitation and teacher job
performance
a. The principal regularly conducts classroom visits to
ensure teacher content delivery is in line with
recommended syllabus.
b. The teachers in the school observe one another when
teaching.
c. The principal check on the teaching and learning aids
used by the teacher
d. As a teacher I observe instruction time by punctuality
e. After classroom observation, we discuss the results with
the head teacher in view of improving the instructional
practices
6. Checking of professional documents by principals
influence teacher’s job performance.
a. The time allotted for curriculum instruction is adequate
b. The principal checks teacher’s records of work from time
to time.
c. The principal ensures teachers cover syllabus for all
subjects taught
d. The principal checks records of students’ progress after
each assessment
7. Principals role of providing teaching and learning
resources influences teacher’s job performance
f. I have adequate teaching and learning resources which
increases my job output
g. The school has enough teachers for all subjects which
help to improve job performance
h. The school has well equipped science laboratories
i. Students have enough text books for all the subjects for
effective teaching and learning
8. Principal’s role ofappraising teachers influence
teachers’ job performance
a. The teacher performance appraisal is carried out in our
school
b. The teacher performance appraisal helps me to be more
creative in improving my work performance
c. My appraiser is easy to relate with during the process of
appraisal
d. My appraiser discriminate and is not fair and firm when
carrying out the exercise
117
9. What challenges do you face that make it difficult for you to teach effectively?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
10. What factors do you think hinders effective supervision in your school?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
11. What do you think can be done to improve supervision practices in your school?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
118
APPENDIX F: QUESTIONNAIRE FOR STUDENTS
SECTION A: DEMOGRAPHIC INFORMATION
Instructions
Tick where appropriate
Provide brief information where necessary
1. Gender: Male ( ) Female ( )
2. Age:
(a) 14 years and below ( )
(b) 15-17 years ( )
(c) 17-19 years ( )
(d) 20-22 years ( )
(e) 22 years and above ( )
3. How long have you been in your current school?
(a) 1 year ( )2 years ( )
(b) 3 years ( )
(c) 4 years ( )
(d) Others (Please specify)
119
SECTION B: INSTRUCTIONAL SUPERVISORY ROLES
The following table contains items about the Principals instructional roles that
enhance teachers’ job performance. Kindly indicate the extent to which our Principal
performs them in your school by ticking against the item in the table below. The
following scale will be useful: Strongly Agree (SA), Agree (A), Undecided (U),
Disagree (D), Strongly Disagree (SD)
SA A U D SD
1. Principal’s classroom visitation and teacher
job performance
a. The principal makes visits to class room to
observe teaching and learning
b. The teachers observe other teachers in class
c. The teachers always use teaching and learning
aids during the lesson
d. The teachers observe instruction time by
punctuality
2. Checking of professional documents by
principals influence teacher’s job
performance
e. The principal ensures that the time allotted for all
subjects is adequate
f. The principal checks students assignment and
continuous assessments scripts to ensure regular
marking takes place
g. The principal ensures teachers cover syllabus for
all subjects taught
h. The principal monitors students’ academic
progress
3. Principals role of providing teaching and
learning resources influences teacher’s job
performance
i. The principal ensures there are enough text
books for each subject
j. We are provided with exercise books for all the
subjects
k. The principal ensures all lessons have teachers
l. The school has well equipped science
laboratories
120
SECTION C: CHALLENGES AND SUGGESTIONS
1. What challenges do you face in your
school?________________________________________________________________
2. What factors do you think hinders effective instructional supervision in your
school?
________________________________________________________________
________________________________________________________________
________________________________________________________________
3. What do you think should be done in order to improve the supervision practices in
your school?
________________________________________________________________
________________________________________________________________
________________________________________________________________
Thank you for taking time to respond to the questionnaire.
121
APPENDIX G: RESEARCH AUTHORIZATION LETTER FROM CUEA
122
APPENDIX H: RESEARCH AUTHORIZATION FROM NACOSTI
123
APPENDIX I: RESEARCH AUTHORIZATION FROM COUNTY
COMMISSIONER
124
APPENDIX J: RESEARCH AUTHORIZATION FROM COUNTY DIRECTOR
OF EDUCATION, MACHAKOS
125
APPENDIX K: MAP OF KANGUNDO SUB COUNTY
126
APPENDIX L: MAP OF MACHAKOS COUNTY
