Investigation of the Supervisory Practices Used by Headteachers in Managing Teachers’ Work Performance

Abstract

Although the role of teachers in basic education institutions in Kenya is articulated in the various Teachers Service Commission policy documents, teachers sometimes find themselves overwhelmed due to competing assignments. Simple guidelines like timely reporting to school and mentoring of learners are sometimes missed out. This study, therefore, sought to investigate the supervisory practices employed by headteachers in managing teachers’ work performance in Khwisero Sub-County. The study was grounded on McGregor’s theory X theory Y which segregates workers into the intrinsically and extrinsically motivated. A sample of 18 headteachers, 144 class teachers, and 144 pupils was adopted. The questionnaire and interview guide were used in data collection. Qualitative and quantitative procedures were adopted for data analysis. Results were interpreted and converged to provide a solution to the research problem. It was established that headteachers used regular class visitations, record book checks, and inspection of lesson plans to enhance teachers’ work performance. It was noted that instructional supervision by headteachers helped enhance teachers’ work performance. Based on the findings, it was recommended that the Ministry of Education should emphasize supervision-based training to enhance headteachers’ supervisory roles.