Instructional Supervision Procedures: Frequency of Use by Educational Quality Assurance and Standards Officers in Kenya
Journal Title: Educational Research International - Year 2015, Vol 4, Issue 3
Abstract
The procedures used in carrying out instructional supervision in Kenya are comprehensive and elaborate as given out by the ministry of education. But sometimes the Quality Assurance and Standards Officers (QASOs) don’t follow the procedures when they are doing instructional supervision in schools. This has compromised the quality of the supervision these officers offer. This study therefore tried to find out the frequency of use of these procedures by the QASOs when doing instructional supervision in schools. The study was carried out in Kisii County, Kenya using descriptive survey research design. Stratified, saturated and random sampling techniques were used to sample 113 respondents (7 Sub County Education Officers (SCEOs), 7 Sub county QASOs and 99 principals) out of a study population of 7 SCEOs, 7 SCQASOs & 330 Principals. Questionnaires and interview schedules were the main instruments for data collection. Quantitative data was analysed quantitatively and presented in a table where frequency counts, means and ranks were used in the analysis. Qualitative data was analysed quantitatively and reported verbatim. The following findings emerged from the study: Frequency of use of the procedure was below average, they were not ready to follow the procedures and there were no follow up visits made to find out whether the teachers implemented the advice they were given. The study concludes that QASOs were not interested in the procedures and heavily relied on using the old methods of instructional supervision. The study therefore recommends that: The Ministry of Education Science and Technology to organize an in-service training programme to train the current educational QASOs on the procedures used in instructional supervision. QASOs to be encouraged and enabled to make follow-up visits to find out if the teachers have improved on their performance following the advice given during early visits. Guidance and counselling sessions to be offered to QASOs to change their negative attitudes towards instructional supervision.
Authors and Affiliations
Tom Kabage, Michael Okwara, Jack Ajow
Keywords
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