The purpose of this study was to see how KEMI training affected head teachers' competency in supervising teachers in public primary schools in Kenya's Uasin Gishu County.
Background: Education is the bedrock and pillar of human existence. Educational administration in Kenya entails the direction, management, and control of the educational industry. Working closely with instructors to determine their problems and the needs of students, developing strong group morale and ensuring successful teamwork among teachers, and providing assistance to teachers to help them gain higher competency are all examples of supervisory roles.
The study was conducted using a descriptive survey research approach.
The research was carried out in the North Rift region's Uasin Gishu County between January and March of 2018.
The study addressed six Sub-County Education Officers and 471 head teachers in the County's public elementary schools. Simple random sampling was used to choose 30 percent (141) of the public elementary schools from each of the County's six sub-counties equitably. The study included all of the head teachers of the public elementary schools that were chosen. Data was also gathered from Moiben, Wareng, Turbo, Kapseret, Ainabkoi, and Soy Sub-County Directors of Education. Interviews and questionnaires were used to gather information. Descriptive statistics were used to analyse the data, which included frequencies, percentages, means, medians, and standard deviations. Tables, charts, and graphs were used to present the findings.
The research findings revealed that there was a high positive association between KEMI's capacity building programme and head teachers' skills in teacher supervision, with r (132) = 0.555 and P =.05. KEMI should use the findings of this study to develop teacher training programmes to enhance their schools and implement initiatives to improve school management practises and, as a result, student academic achievement. The findings of the study will be useful to the Kenya Education Management Institute (KEMI) in adapting their head teacher training needs in order to improve professional growth and school leadership.
Conclusion: Based on the findings of the study, it can be concluded that KEMI capacity building programmes have improved head teachers' competence in monitoring teacher performance in and out of the classroom, as well as assisting them in cultivating positive relationships with teachers and creating a motivating climate to improve teacher teamwork. Furthermore, the findings revealed that the KEMI capacity-building programme has aided them in objectively assessing teacher performance, offering opportunities for professional advancement, proper distribution of responsibilities, and enhancing teacher recommendations for upward mobility.Author(S) Details
Josephine G. Ongori
University of Eldoret, 1125 –30100 Eldoret, Kenya.
Kisilu Kitainge
University of Eldoret, 1125 –30100 Eldoret, Kenya.
Lydia Kipkoech
University of Eldoret, 1125 –30100 Eldoret, Kenya.
View Book:- https://stm.bookpi.org/CRLLE-V3/article/view/5668
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