Influence Of Principals’ Supervision Strategies On Curriculum Implementation In Public Secondary Schools In West Pokot Sub-County, Kenya

Abstract

Principals’ inadequate supervision strategies on curriculum have continued to affect effective curriculum implementation in schools. This has contributed to a decline in performance in all secondary schools in West Pokot sub-county. It is on this basis that this study sought to establish the influence of principal supervision strategies on curriculum implementation in public secondary schools in West Pokot sub-county. The study objectives were: to assess the influence of principals’ supervision strategies on teachers’ use of professional records on curriculum implementation, to find out the influence of principals’ supervision strategies on use of teaching and learning resources on curriculum implementation, to investigate the influence of principals’ supervision strategies on teaching staff on curriculum implementation and to examine the influence of principals’ supervision strategies on co-curricular activities on effective curriculum implementation. The study was guided by Management by Walking Around (MBWA) model of Tom & Robert and “Three Minute Classroom Walk Through” model of Carolyne Downey. The study adopted descriptive survey design. The study targeted 40 principals, 300 teachers and 280 class prefects in all 40 public secondary schools in West Pokot sub-county. The study used 30% of targeted population to sample the population for the study through simple random sampling technique. The researcher used purposive sampling to sample 12 principals and 84 class prefects while simple random sampling technique was used to sample 90 teachers and 84 class prefects to take part in the study. A total of 186 respondents took part in the study. Questionnaires were used to collect data from principals, teachers and class prefects. Document analysis guide was used to obtain information from public records. Validity of the instrument was done through experts’ opinions, while its reliability was tested by piloting the instrument through test-retest method and computed by use of Pearson rank correlation coefficient. The statistical significance value of 0.8 was accepted. The research yielded both quantitative and qualitative data. Quantitative data was analysed by use of descriptive statistics and qualitative data was analysed through thematic analysis. The researcher analysed the data by mixed approach that is by incorporating the qualitative and qualitative methods. The researcher presented the analysed data using frequency distribution tables, bar graphs and pie charts. The study observed ethics in regard to research. The findings of the study indicated that most principals were inadequate in supervision of curriculum implementation. Majority of teachers denied principals check their professional records. On supervision of instructional resources teachers cited that most principals never supervised. The researcher found out that most principals delegated supervision tasks without serious follow up, on supervision of co-curricular activities, majority of teachers and class prefects disagreed. The study concluded that actual principal supervision of curriculum implementation was weak as explained by poor performance in KCSE results. The study recommended that learners and teachers should make use of teaching and learning resources. The Ministry of Education to provide in-service proficiency courses to principals on the supervision of curriculum. The Ministry of Education is expected to benefit by generating policies from the study. Teachers will gain by implementing the strategies in the classroom reality hence improving content delivery. The learners will benefit when the strategies are applied in curriculum implementation hence their performance in academic and co-curricular activities will improve.