EFFECTS OF PRINCIPALS’ SUPERVISION PRACTICES ON TEACHERS’ JOB PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN KATHIANI SUB-COUNTY
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Date
2022-02Author
Mutua, Mary Mbithe
Kimiti, Richard Peter
Koech, Peter Kibet
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Supervision is the process of administration which involves the push to manage everyday activities of
people working in the school system. Principals facilitate the implementation of the various sets of
instructional activities geared towards an effective and qualitative educational system that improve
the teaching-learning situation. The objective of the study was to examine the effect of principals’
supervision practices on teachers’ job performance in public secondary schools in Kathiani SubCounty, Kenya. The study utilized a descriptive research design. The target population consisted of 32
principals and 107 teachers who were drawn from the 32 public secondary schools in the SubCounty. Questionnaires and interviews were used as data collection instruments. The study findings
show that principals’ supervision practices and teachers’ job performance have a positive and
significant relationship. The principal supervision practices that improved teacher job performance
are supervision of teachers work plan, monitoring teachers on punctuality to class, tracking teachers
on preparation of instructional documents and, overseeing teachers on matters related to curriculum
and teaching methods. The study recommends that principals should ensure that they create a friendly
environment so that they have a great relationship with the teachers which would boost
communication both top-down and bottom-up. This would ensure that teachers are free to raise any
underlying issues and also give insights to improve their relationship.
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