Effects of Instructional Supervision on Learners Performance in Secondary Schools in Turbo Sub County, Uasin Gishu, Kenya | Chapter 8 | Language, Literature and Education: Research Updates Vol. 8

 

Instructional supervision is the process of assisting teachers in the form of guidance, direction, and stimulation to develop and improve the teaching and learning process for a better academic outcome.  By providing guidance and constructive criticism, instructional supervision creates a reflective environment that allows teachers to continuously improve their teaching methods. The aim of the study is to evaluate the effects of instructional supervision on students’ performance in secondary schools in Turbo sub-county, Uasin Gishu, Kenya. This study focused on classroom observation, feedback, and professional documents and their impact on teaching quality and student outcomes. This study used a descriptive survey design. The population target was 55 principals, 102 teachers, and 3,150 students, with a sample size of 355 respondents selected through stratified random and purposive sampling methods. Data collection involved structured questionnaires and interviews, with instrument validity ensured through face and content validation. Reliability scores for teacher and student questionnaires were 0.67 and 0.69, respectively, close to the acceptable 0.70 threshold. Analysis included content analysis for interview responses and descriptive statistics for questionnaire data, using SPSS version 26. Findings revealed that instructional supervision by principals supported academic achievement by ensuring syllabus completion on time. The majority (89.48%) of principals conducted instructional monitoring in schools extremely frequently, while 64.13% engaged in instructional supervision very often or often.  Many principals did not employ real-time classroom observation, such as in-class visits, to verify that lesson plans matched actual instruction. Most respondents agreed that principals’ instructional oversight influences students’ academic performance. Specifically, 43.18% indicated that principals’ classroom walk-ins help ensure teacher attendance, which in turn contributes to improved test scores. Instructional supervision discovered that using a variety of teaching strategies during classes enhanced student learning and academic achievement. Teachers’ supportive feedback, including encouragement, played a critical role in motivating students, thereby improving performance. The study recommends strengthening Principals’ instructional practices to enhance academic results and encourages them to go beyond standard checks, such as attendance registers, by conducting impromptu classroom visits. This approach could better ensure alignment between planned lessons and classroom delivery. Additionally, fostering supportive feedback is emphasised to boost student morale and engagement.

 

 

Author(s) Details

Emily Kirwok
Mt. Kenya University, Kenya.

 

Kennedy Otiso
Koitaleel Samoei University College, Kenya.

 

Abraham Morogo
Mt. Kenya University, Kenya.

 

Please see the book here :- https://doi.org/10.9734/bpi/lleru/v8/6404