Page 1 of 12
Journal for Studies in Management and Planning
Available at http://internationaljournalofresearch.org/index.php/JSMaP
e-ISSN: 2395-0463
Volume 01 Issue 04
May 2015
Available online: http://internationaljournalofresearch.org/ P a g e | 134
The Role of Instructional Supervision within the
School Environment in Eldoret West District, Kenya
Josephine G. Ongori1; Nyaga Jonah Kindiki2
Moi University
jogegi@gmail.com;
ABSTRACT
This paper assesses head teachers’ and
teachers’ perception of the role of
instructional supervision within the school
environment based on a study conducted in
Eldoret West District, Kenya. This study
utilized the descriptive research design and
was guided by the theoretical framework
based on Kolb’s experiential learning cycle
as developed by Kolb, Rubin and McIntyre
in 1974. It targeted head teachers and
teachers in both public and private
secondary schools in Eldoret West District.
To obtain the study sample, the target
population was stratified into two categories,
i.e. private and public schools. From each
stratum, 30 per cent of the total numbers of
schools were selected for inclusion in the
study. All the head teachers from the
selected schools automatically qualified for
participation while the teachers were
selected through simple random sampling.
Data was collected using a questionnaire and
an interview schedule. The collected data
was analyzed descriptively using means and
percentages. The data analysis was done
with the aid of Statistical Packages for
Social Sciences (SPSS) software. From the
study findings discussed in this paper, it can
be concluded that the perception of the
teachers on the type of supervision is both
negative and positive. Positively, the
teachers view supervision as a learning
activity both for them and the head teachers.
Further, the teachers view supervision as an
interactive activity in which the head teacher
and the teachers engage each other
constructively. As such, on a larger scale,
supervision is viewed positively. However,
some teachers feel that it is a mere routine
and only cooperate so as to keep their jobs.
Supervision is also seen as a way of pushing
lazy teachers, thus the teachers being
supervised are viewed as being lazy and
unprepared. The study recommends that
there is need to incorporate the elements of
quality and standards in the supervision
criteria and purpose.
Keywords: Head Teachers, Teachers,
Perception, Role, Instructional Supervision,
School Environment, Eldoret West District,
Kenya
INTRODUCTION
One of the most significant developments in
the education sector is the introduction of
inspection and evaluation systems of
assessing the competence and performance
of teachers. More recently, however, there
have been indicators of quickening interest
into the nature of effectiveness of
supervision and appraisals skills (Turner &
Cliff, 1988). It is because of this trend that
the study sought to address quality assurance
and standards in secondary schools.
Internal Supervision
The quality of internal school level planning
has been identified as a major factor in a
number of studies on schools effectiveness
Page 2 of 12
Journal for Studies in Management and Planning
Available at http://internationaljournalofresearch.org/index.php/JSMaP
e-ISSN: 2395-0463
Volume 01 Issue 04
May 2015
Available online: http://internationaljournalofresearch.org/ P a g e | 135
(Bradley, 1994, p. 145). Sometimes
excellent planning is frustrated by the failure
to communicate planned goals to those
working towards them. Teachers can only
work on those plans they know about.
Successful schools are those whose teachers
are engaged in the planning and decision- making in line with the schools mission
statement. For any successful educational
development and change, the school internal
organization must play a pivotal role in
education management issues. One of such
education management issues at school level
is the process of ensuring quality and
standards by head teachers.
The school organization structure, the role
of the head teacher and the value and
attitude of teachers are regarded as crucial
for the survival of any curriculum project.
According to Kiarie (2002), head teachers
are the key curriculum implementers in their
schools and are expected to exercise the
authority conferred upon them by effectively
conducting internal supervision. Internal
supervision should be done in order to
complement irregular supervision by
external educational supervisors. However,
this internal supervision must be focused on
ensuring quality and standards in teaching.
Furthermore, the head teacher must play an
important role in ensuring quality and
standards.
To achieve the overall school objective,
there is need for the supervisor to
communicate fully and clearly with
everyone involved. Staff scepticism about
supervision may be overcome by
involvement of teachers and supervisors in
trying to present as much professional
integrity as possible. Internal supervision
calls for time to be spent in cultivating and
nurturing professional development of staff
at all levels. Internal supervision should not
rely on assumptions and perceptions being
shared implicitly (McCormick et al., 1983).
Instead, it must contribute to the process of
ensuring quality and standards in school
levels. Internal supervision must also seek to
address the conflict area in process of
supervision.
Conversantly, most schools fail to realize
their educational objectives because of
profound external influences. According to
McCormick et al. (1983), curriculum
innovation requires change in internal
organization of the school. Additionally,
they advocate for creative schools in which
organizations are sufficiently open and
flexible to enable changes to their
authorities, structures, decision-making
procedures, professional relationship and
pedagogical code. In fact, the head of school
is very instrumental in the successes of
curriculum development, implementation
and management.
The main purpose of supervision is seen as
the improvement of teaching and learning,
which is key in judging the effectiveness of
programmes of supervision and instructional
improvement (Olembo et al., 1992). This
implies that the effectiveness of internal
supervision should be reflected in the school
overall performance. Olembo et al. (1992)
identify the following criteria in school
effectiveness: instructional improvements,
professional maturity, curriculum
development and implementation and school
community consolidation. However, there is
need to incorporate the existing processes of
ensuring quality and standards in secondary
school. Besides, these criteria can be a
useful framework for evaluating the
processes of ensuring quality and standards
at school level. Additionally, new ideas in
school practices must stem from imagination
and initiatives of individuals and not the
Page 3 of 12
Journal for Studies in Management and Planning
Available at http://internationaljournalofresearch.org/index.php/JSMaP
e-ISSN: 2395-0463
Volume 01 Issue 04
May 2015
Available online: http://internationaljournalofresearch.org/ P a g e | 136
institution alone. Internal supervision is
likely to be accepted if the school
community members are willing to support.
McCormick et al. (1983, p. 31) observe that
many innovations in school may fail to get
implemented unless many teachers perhaps
even the entire staff of a school agree and
become committed to their implementation.
The involvement of the entire school in
supervision is likely to improve teachers’
perception of the school. To facilitate
effective internal supervision, the traditional
notions of the school as a hierarchical
decision-making structure with horizontal
division into the departments and vertical
division into authority levels need to be
abandoned (Westboy, 1988). Studies
conducted by Shipman (as cited in
McCormick et al., 1983) have proved that
the greater the degree of autonomy that can
be given to teachers and schools, the more
likely they are to accept responsibilities and
become committed to improving education
quality. Many administrators, educationists
and teachers agree that supervision must be
aimed at establishing educational objectives
and systematically monitoring them by
statistical methods. On the other hand, a
recent survey by the educational research
service in Britain has revealed that majority
of schools have four main purposes when
developing supervision and appraisal
systems. These are:
Help teachers to improve
their teaching performance
Decide on renewed
appointment of probationary
teachers
Recommend probationary
teaching for tenure for
continuing contract status
Recommend dismissal of
unsatisfactory tenured or
continuing contract teachers
(Turner et al., 1988, p. 9)
Literature on internal school evaluation is
rather thin. Although a number of studies
have been conducted, a lot more needs to be
done. The realization of government control
of the curriculum over the last decade in
Australia and Britain has given greater
responsibilities for curriculum development
to individual schools. Ideally, internal
school evaluation is viewed as a school
initiated, a cooperative venture designed to
yield information for in-school use
(McCormick et al., 1983). Internal
supervision in school should seek to
establish the factors that lead to
improvement in curriculum and those that
negatively affect the school. If evaluation of
teaching and teachers should serve
meaningful and useful purpose, it must both
identify and define all mitigation contexts,
and also take into account their influences
both constructively and negatively in
determining success (Millman, 1981). In
support of this, Southworth (1987) contends
that in successful schools teachers are
involved in curriculum planning and playing
a major role in developing their own
guideline. Schools in which teachers are
consulted on issues effecting school policy
as well as those affecting them directly
perform better.
External Supervision
Supervision conducted by outsiders is
almost inevitably associated with an element
of coercion and often evokes defensive
responses within the school. Evaluation,
which is a result of the school’s own
initiative, usually stimulates a commitment
among staff and perhaps the best guarantee
that the findings and recommendations will
