This study assessed the primary teachers' of head teachers' curriculum supervision in Emgwen Division of Nandi North District, Kenya.The study sought to determine the primary school teachers, perception of the role of headteachers in communication of school mission ,involvement in curriculum supervision ,visible presence in the school, and provision of resourcses.Research design used was a decriptive survey based on contigency theory ofleadership.Proportionate samplimng was used to categorize schools according to zones and twenty schools were selected in the five zones. A total of one hundred and twenty teachers and twenty head teachers participated in the study.Head teachers were sampled purposively in each school while teachers were sampled randomly from each department. Questionnaires were used in collecting data. A pilot study was done in two schools in a neighboring Kapsabet Division to establish reliability of research instruments whereby test -retest method was used. A correlation coefficient of 0.71 was obtained. Data was analyzed using descriptive statistics involving means, standard deviation,percentages and frequencies.Findings revealed that headteachers did not clearly involve teachers in the formulation of the school mission and neither were they involved n curriculum supervision. Furthermore they were not visibly present in every part of the school compound.The study recommends that the Government should provide funds to train headteachers and also provide sufficient resources.Head teachers should clearly explain the school mission and involve teachers in the formulation of the mission.They also have to be in school most of the time.It is expected that the findings of the study will be useful to policy makers and other stakeholders including head teachers and teachers on how to improve leadership.
Key Words:Perception,Supervision,Curriculum
Table of Contents
1. Introduction
2. Objectives
3. Study Background
3.1 The role of the Head teacher as a Curriculum Supervisor
3.2 Instructional Supervision and Evaluation in the School
3.3 Involvement in Curriculum Supervisions
3.4 Visible Presence
3.5 Provision of resources
4. Methodology
5. Results and discussion
6. Conclusion
7. Recommendations
Research Objectives and Themes
This study aims to assess how primary school teachers in the Emgwen Division perceive the effectiveness of their head teachers' curriculum supervision, focusing on leadership roles that influence student academic performance and the school environment.
- Communication of school mission and objectives
- Supervision practices regarding curriculum implementation
- Visible presence and accessibility of school leadership
- Provision and management of instructional resources
Excerpt from the Book
The role of the Head teacher as a Curriculum Supervisor
Supervision is the ability to use authority, power and influence in the process of managing and administering resources at work to produce results. It is a social influence in which one person is able to enlist the aid and support of others in the accomplishment of a common task. Yuki (2002) describes leadership as a social process in which a member or members of a group or organization influence the interpretation of internal and external events, the choice of goals or desired outcomes, organization of work activities, individual motivation and abilities, power relations, and shared orientations.
Effective head teachers are expected to be effective curriculum supervisors. The head teacher must be knowledgeable about curriculum development, teacher and instructional effectiveness, clinical supervision, staff development and teacher evaluation. Fullan (1991) agrees with this holistic view of the head teacher’s role. However, Fullan describes instructional leadership to be an active, collaborative form of leadership where the principal works with teachers to shape the school as a work place in relation to shared goals, teachers’ collaboration, teachers’ learning opportunities, teachers’ certainty, teachers’ commitment and students’ learning.
Summary of Chapters
Introduction: Outlines the responsibilities of head teachers as defined by the Ministry of Education and emphasizes the importance of effective instructional leadership for student success.
Objectives: Defines the specific goals of the research, focusing on the perception of head teachers' roles in mission communication, supervision, visibility, and resource provision.
Study Background: Provides the theoretical framework regarding curriculum supervision, instructional evaluation, and the necessity of leadership visibility and resource management.
Methodology: Details the descriptive survey research design, sampling techniques used in the Emgwen Division, and the instruments employed for data collection.
Results and discussion: Presents an analysis of survey data, highlighting gaps in head teachers' involvement in mission formulation, teacher feedback, and resource management.
Conclusion: Summarizes the study findings, noting that while some supervision tasks are performed, there is a significant lack of teacher involvement and resource adequacy.
Recommendations: Offers actionable advice for head teachers and government stakeholders to improve leadership, communication, and resource allocation.
Keywords
Perception, Supervision, Curriculum, Leadership, School Mission, Instructional Resources, Teacher Performance, Student Achievement, Head Teacher, Education Management, School Administration, Kenya, Emgwen Division, Staff Development, Accountability
Frequently Asked Questions
What is the primary focus of this study?
The study assesses the perception of primary school teachers regarding the effectiveness of their head teachers in curriculum supervision within the Emgwen Division.
What are the key thematic areas addressed?
The study centers on the head teacher's role in communicating the school mission, conducting curriculum supervision, maintaining physical visibility in the school, and providing necessary instructional resources.
What is the central research question or goal?
The goal is to determine how teachers perceive the leadership duties of their head teachers and how these practices influence the quality of teaching and school performance.
Which research methodology was utilized?
A descriptive survey research design was adopted, using proportionate and purposive sampling to collect data from teachers and head teachers via questionnaires.
What topics are covered in the main body?
The main body examines the theoretical role of the head teacher as a supervisor, the impact of their management practices on pupil achievement, and detailed findings on current school administrative practices.
Which keywords best characterize this research?
The work is characterized by terms such as curriculum supervision, school leadership, teacher perception, and educational administration.
How do head teachers currently perform regarding mission statement formulation?
The study reveals that a majority of teachers feel they are never involved by their head teachers in the formulation of school mission statements.
What conclusion does the author reach about head teacher visibility?
The author concludes that there is generally poor visibility among head teachers, evidenced by minimal interaction with both staff and students during the school day.
- Arbeit zitieren
- Omulako Eman Jairo (Autor:in), Valentine Jepchumba (Autor:in), 2012, Primary school teachers' perception of head teachers' curriculum supervision in Emgwen Division, Nandi North District, Kenya, München, GRIN Verlag, https://www.grin.com/document/191397
