


































Frontiers of Contemporary Education 
ISSN 2690-3520 (Print) ISSN 2690-3539 (Online) 

Vol. 2, No. 2, 2021 

www.scholink.org/ojs/index.php/fce 

55 
 

Original Paper 

Impact of Instructional Supervision on Student Performance and 

Teacher Effectiveness in Public Secondary Schools in Nakuru 

County, Kenya 

Joshua G. Manduku
1*

, Peter Ngok
2
 & Jared Mauti

3 

1
 Department of EAPM, University of Kabianga, Kericho, Kenya 

2
 School of Education, Kabarak University, Nakuru, Kenya 

3
 Department of Education, School of Education and Human Resource Management, Kisii University, 

Kisii, Kenya 

*
 Joshua G. Manduku, E-mail: mandukujoshua@gmail.com 

 

Received: February 19, 2021    Accepted: April 12, 2021    Online Published: December 24, 2021 

doi:10.22158/fce.v2n2p55                  URL: http://dx.doi.org/10.22158/fce.v2n2p55 

 

Abstract 

Education is widely seen as one of the most promising paths for individuals to realize better, more 

productive lives and as one of the primary drivers of national economic development. Education also 

forms the basic component upon which economic, social and political development of any nation is 

founded. With an ever-increasing population and expanding globalization, the country’s education 

system continues to experience shortcomings which affect the end product. The primary purpose of this 

study was to determine the impact of instructional supervision methods on students’ academic 

achievement and teacher’s effectiveness in curriculum implementation in public secondary schools in 

Nakuru County. The study was guided by the following specific objectives; (i) To Investigate the 

effectiveness of instructional supervision methods used by principals in enhancing students’ academic 

performance in public secondary schools in Nakuru County and (ii) To establish the influence of 

Instructional Supervision methods used by principals on Teachers’ effectiveness in public secondary 

schools in Nakuru County The study employed correlational research design as it sought to find out the 

relationship between the research variables under study. The study was underpinned by the Symbolic 

Interaction Theory as stipulated by Blumer (1969). The study was conducted in Nakuru County 

between February 2016 and June 2020. The target population was 65 principals 1800 teachers and the 

County Director of Education. Purposive stratified and systematic sampling were used to obtain 16 

principals and 200 teachers. Data was collected through primary sources such as questionnaires, 



www.scholink.org/ojs/index.php/fce           Frontiers of Contemporary Education             Vol. 2, No. 2, 2021 

56 
Published by SCHOLINK INC. 

interviews and document analysis. Secondary sources such as articles, journals and internet were used 

to define the research gap. A pilot survey was done in the neighboring Baringo County to check the 

validity and reliability of research Instruments. Data was analyzed using Pearson Moment Correlation 

formula and hypothesis were tested using chi-square test of independence. The results of the study will 

be availed to the Kenya Ministry of Education to guide policy, the recommendations will also provide 

useful literature for further research. The following recommendations were suggested: to improve 

school administration, develop teachers’ professionalism through robust instructional supervision and 

improve secondary school student’s academic performance.  

Keywords 

instructional supervision, student performance, teacher effectiveness 

 

1. Introduction  

Globally education is highly regarded among the most rewarding investments to aid a child’s 

well-being, development, survival and foremost enable their growth (UNICEF, 2014). In addition, in 

the modern world, education is regarded as a human right. It is through education forums that any form 

of development in a nation is grounded. In an economic setting, the future human resource lies among 

the children, the future politicians and electorate are grounded at school not forgetting the social aspect 

of the child. Investing in education helps facilitate economic growth, improve productivity, reduce 

societal inequality and facilitate social development (Namunga, 2017). The Kenyan government 

continues to reach out for learners to attend the basic education level of schooling. This is evident 

through the free primary education in 2003 and consequently free secondary school education in 2008. 

Currently the MOE is focusing on 100% transition from primary schools to secondary schools. 

Despite these increased efforts to improve the literacy level of the country’s population, it’s the quality 

of the service that matters. According to UNESCO (2008) a parameter that can be used to measure the 

development of a country is the state of education in that country. Education as a tool serves a role of 

reshaping the citizens in a country and sharpens the reasoning skills hence curbing social inequality. In 

Kenya, secondary education is highly valued in that it helps in creating human resource skilled 

personnel that may meet the industry standards. With a higher population and globalization, the 

country’s education system continues to experience shortcomings which affect the end product.   

The education system in Kenya is only geared towards passing the national examinations (Namunga, 

2017). The system has laid a major emphasis on the learners where the learners spend most of the time 

in school with students attending teacherless remedial classes as early as 6 am. In so doing, the 

curriculum demands more from the students at the expense of the teachers. The quality of the student is 

very much dependent on the effectiveness of the teacher. In addition, the instructional quality of the 

teacher goes hand in hand with the level of students learning. The latter and the former are dependent 

on sustained and rigid school-based supervision (Allida et al., 2017).   

 



www.scholink.org/ojs/index.php/fce           Frontiers of Contemporary Education             Vol. 2, No. 2, 2021 

57 
Published by SCHOLINK INC. 

There is no point in time that the standard of the education system can rise above the drivers of the 

system who are the teachers. With time, schools are turning out to be complex bearing in mind that 

there is a need to blend with the current technological advancements in the education system. Teachers 

play a determinant role in achievement of the desired results in an institution. Today, teaching has 

become a business-oriented career with teachers no longer having a calling to the profession. A study 

conducted in Nigeria revealed that in the recent era, teacher’s exhibit rudeness to the management and 

report to school late instead of optimally availing teaching time (Sule et al., 2015). In addition, they 

also show a negative attitude while carrying out their roles in the school setting. As a result, the output 

is manifestation of poor mastery in their area of specialization, laziness in preparing learners progress 

records and gives a breeding background for undisciplined students in class.  

In order to attack the existing problem before it becomes uncontrollable, instructional supervision may 

be a rescue tool. Instructional supervision entails the formal professional growth among the 

practitioners in the educational field to equip them with competence and knowledge which conforms 

them to take responsibility of their assigned roles (Allida et al., 2017). Broadly the process helps in 

nurturing and guiding the teachers and in return improves the delivery at classroom level which is 

depicted in the students’ results. Teachers cannot do this by themselves; it is actualized by senior 

personnel in the same career and same institution as well. Some scholars have termed it as the 

productive interaction between the trainer and the supervisor to improve the quality of instruction 

(Mohammed et al., 2015). 

The likelihood of a success in instructional supervision depends on the relationship between the senior 

supervisor and the subordinate, in this case who is the teacher. A very good illustration are the heads of 

departments in secondary schools who again are supervised by the school principals. This implies that 

every stakeholder needs to play their role if there are chances of encountering success. If Principals are 

not supervised by MOE officers, HODs are not supervised by principals, teachers are not assessed by 

HODs the quality of the education will have a declining trend. In the school setting, some of the 

instructional methods seniors can use include; checking of lesson plans, schemes of work, class 

observation and visiting class sessions. A previous study revealed that seniors must check teachers’ 

lesson notes for the teachers to rely effective content in the classroom (Mohamed et al., 2015).  

A commonly used method is class observation since it takes into account both the lesson plan and the 

schemes of work as well. Classroom observation is an instructional supervision method where a senior 

attends a class objectively to capture the realities in the class setting. In this situation both the teacher 

and the supervisor have varying tasks where the teachers have to bring out the best while the supervisor 

has to document the output accurately (Iroegbu & Etudor-Eyo, 2016). The supervisor may choose to 

record everything the teachers do which is regarded as verbatim recording while the supervisor may 

select areas, they may feel are crucial. With the rise of technology and access to internet having gone 

high, supervisors may record the class but must be in agreement with the teacher. Later the supervisor 

reviews the recording with the teachers where they collectively highlight areas of improvement. 



www.scholink.org/ojs/index.php/fce           Frontiers of Contemporary Education             Vol. 2, No. 2, 2021 

58 
Published by SCHOLINK INC. 

Other than classroom observation short visits organized collaboratively with the HODs or the senior 

may help in improving the quality of instruction. During classroom sessions some teachers go too deep 

especially while giving examples thereby consuming much time on a single task. In order to minimize 

such occurrences, there is a need to organize short class visits with one’s administrator (David, 2008). 

A study in Uganda concluded that head teachers who had short visits to classrooms were aware of what 

was happening and their teachers performed as evidenced by the students results (Malunda et al., 2016). 

Whenever teaching professionals expects as senior, they keep their output at their toes thereby ensuring 

they give maximum output. 

Albeit instructional supervision may be a major determinant, teacher effectiveness is also a driving 

factor. The nurturing and development of class teaching material starts far away from the classroom. 

As mandatory requirement by the curriculum, teachers should prepare schemes of work which should 

be presented before the class begins (MOE, 2007). Upon resumption of the term the schemes are 

presented to the HODs in the respective areas. In some situations, some of the tutors keep 

photocopying the previous schemes without taking into consideration of changes in the curriculum. 

Previous scholars have referred to a lesson note as a necessity in effective learning (Sule et al., 2015). 

Out of classroom parameters include checking of the teacher’s punctuality and school regularities. 

Teachers’ attitude towards supervision has a direct impact on the class output. Historically teachers saw 

supervision as a means of demeaning them with the supervisor considered to have an intention of 

checking faults in their teaching mode (Rahmany et al., 2014). The manner in which the teacher 

perceives the supervisory activity determines whether they may become productive in the classroom. 

Supervisors must also play a major role in ensuring they maintain a friendly relationship with their 

teachers. In situations where the superiority persists; teachers may term instructional supervision as 

inspection where much is expected from the teacher other than effective teaching. A study conducted in 

Zimbabwe documented that majority of supervisory measures were viewed as inspection with 

supervisors on a fault-finding mission in their classes (Acheson & Gall, 2003). 

In the Kenya Curriculum school principals supervise HODs in the school setting since they are 

involved in school management. School management has evolved with increasing roles due to the 

development’s requirements by the national government. Every year school principals are given 

resources out of which they are supposed to give a report at the year-end on accountability. In some 

situations, principals are tasked with the responsibility of evaluating the challenges with their 

institutions. In North Eastern Kenya for instance, shortage of teachers is a problem which forces 

teachers to work with BOM to meet the needed capacity of teachers. In some school setting learners 

lack learning materials such as textbooks which has hampered the quality of education. Not to forget 

some of the institutions continue to record lack of infrastructure such as the case of some parts of 

Northern Kenya. However, one may focus on instructional supervision of the teacher effectives in the 

classroom without considering that there are external factors that hinder the supervisory efforts.  

 



www.scholink.org/ojs/index.php/fce           Frontiers of Contemporary Education             Vol. 2, No. 2, 2021 

59 
Published by SCHOLINK INC. 

Majority of the studies have focused on principal’s instructional supervision in other counties and 

sub-counties, less has been done on the impact on instructional supervision on teacher effectiveness in 

class. This study seeks to come up with appropriate measures that can be incorporated in the school 

setting so as to improve the quality of education by aiding effective curriculum implementation. 

 

2. Method 

2.1 Statement of the Problem 

Previous scholars have documented on the existence of a crisis in the education sector. Teachers are 

often accused with regards to the quality of education due to how they execute their daily duties as well 

as the poor instructional supervision by their school principals. Over time, schools have continued to 

record poor academic performance triggering parents to lose confidence in the existing current 

education system (Namunga, 2017). A recent study revealed that teachers exhibit unwholesome attitude 

towards taking up their roles in schools where they end up reporting to school late and trade at the 

expense of educating learners (Sule et al., 2015). Lack of class preparation makes teachers manifest 

poor mastery in their area of specialization where they do not make proper follow up on their students 

hence tampering with the quality of students that they produce. Today, the transition to secondary 

institutions is relatively low despite the increasing number of teaching professionals and well-equipped 

learning institutions (Wanjiku, 2018).  

The academic performance of the public schools does not meet the current set standards despite 

intensified government efforts to improve the literacy percentage of its population. This study seeks to 

establish if curriculum implementation results could be related to instructional supervision methods. 

Unless this situation is checked and arrested, the public secondary schools in Nakuru County could 

continue reporting lower transition from secondary schools to institutions of higher learning. 

2.2 Purpose of the Study 

The main objective will be to determine the impact of instructional supervision methods on student 

academic achievement and teachers’ effectiveness in public secondary schools in Nakuru County.  

2.3 Objectives  

The study had two objectives: 

i. Investigate the effectiveness of instructional supervision methods used by principals in enhancing 

academic performance of students in public secondary schools in Nakuru County.  

ii. To establish the influence of Instructional Supervision methods used by principals on Teachers’ 

effectiveness in public secondary schools in Nakuru County. 

2.4 Research Questions 

i. How does instructional supervision methods used by principals enhance the academic 

performance of students in public secondary schools in Nakuru County? 

ii. How does instructional supervision used by principals’ influence teacher’s academic 

performance? 



www.scholink.org/ojs/index.php/fce           Frontiers of Contemporary Education             Vol. 2, No. 2, 2021 

60 
Published by SCHOLINK INC. 

2.5 Research Hypotheses 

Ho1. Regular instructional supervision has no significant relationship with student’s academic 

performance in public secondary schools in Nakuru County. 

Ho2. Instructional supervision has no significant relationship with teacher’s performance in secondary 

schools in Nakuru County. 

2.6 Theoretical Framework: Symbolic Interaction Theory 

The study was be based on Symbolic Interactionism Theory by Blumer (1969). The theory holds that 

people bring out their social identities depending on situational enactments. This further holds that 

roles are attached to an internal role expectation. People end up revealing what they choose upon 

identifying the audience (Smit & Fritz, 2008). Teachers introduce themselves to the teachers, school 

management and supervisors through scaling up education standards in the school environment. 

The society on the other hand, rely expectations on the teachers to accelerate learning development 

process in the school. The teacher’s classroom delivery will depend on the situational setting a teacher 

encounter. Activities such as supervision will change the quality of a teacher’s output. Then theory 

holds that teachers ought to bring out the learning as a symbol in that learners can get a deep insight on 

learning activities. The nature of the supervision between the teachers and the supervisors determines 

the attitude among the two. Supervision is a form of interaction in which teachers and supervisors 

interact leading to some form of observation.  

2.7 Research Design 

This study adopted the Descriptive Survey research design and utilized the mixed methods 

methodology. This design was considered suitable for the study because it gives the researcher the 

opportunity of obtaining the opinion of the sampled population to infer the opinion of the entire 

population. The target population of the study was 210 public secondary Schools and 1800 secondary 

school teachers in Nakuru County in the year 2017/2018 academic year. Nakuru County was selected 

because of its cosmopolitan in nature and has a mix of both rural and urban schools. Purposive and 

Simple Random Sampling Techniques were used in the study. Stratified random sampling was used to 

pick schools from the six sub-counties in the County. Simple Random Sampling technique was utilized 

to select the actual schools selected for the study. The sample size for study comprised of sixty-five 

headteachers, 200 teachers, and the County Director of Education. A Structured Questionnaire titled: 

Instructional Supervision on Students Academic Performance Questionnaire was used in obtaining 

relevant data for the study. The questionnaire items were face-validated to ascertain their suitability for 

use in data collection by an expert in this field. The language, contents and the structure of the items 

were critically examined and possible corrections and suggestions were made. The reliability of the 

instrument was ascertained using a test-retest method. The reliability co-efficient of 0.789 and 0.824 

were obtained respectively for the instrument using Pearson Product Moment Correlation co-efficient 

in a pilot study conducted with thirty staff in two Secondary Schools in the neighboring Baringo 

County. The research instrument was administered personally by hand to the Teachers in the public 



www.scholink.org/ojs/index.php/fce           Frontiers of Contemporary Education             Vol. 2, No. 2, 2021 

61 
Published by SCHOLINK INC. 

secondary schools selected. This was after obtaining permission from NACOSTI and the relevant heads 

of the institutions.  

The instrument was supported with examination performance records of student’s performance in 

English language and Mathematics in KCSE for 2016, 2017, 2018 and 2019 in the Schools under study. 

The completed questionnaires were coded into statistical data and analyzed using Chi-square statistical 

tools and Pearson Product Moment Correlation statistics {Pearson r} at 0.05 Level of Significance. 

 

3. Result 

3.1 Research Question 1 

How does instructional supervision methods used by principals enhance the academic performance of 

students in public secondary schools in Nakuru County? 

 

Table 1. Pearson Correlation Results Showing the Relationship between Regular Instructional 

Supervision and Students Academic Achievement 

Variable N 
Degrees of 

Freedom 
r-cal r-table Findings 

Regular supervision of 

teachers and student’s 

academic achievement 

200 198 0.485 0.205 Significant 

 

Critical value at 0.05 significant level Results of analysis in Table 1 shows that the calculated r-value of 

Influence of regular instructional supervision on student’s academic performance which is 0.485 is 

greater than the Critical value of 0.205 at 0.05 alpha level. The calculated correlation value reaffirmed 

that Regular Instructional Supervision of teachers has a measurable impact on student’s academic 

achievement in Nakuru County. 

3.2 Research Question 2 

How does instructional supervision methods used by principals enhance Teachers’ effectiveness in 

public secondary schools in Nakuru County? 

 

Table 2. Pearson Correlation Results Showing the Relationship between Regular Instructional 

Supervision and Teacher Effectiveness 

Variable N 
Degrees of 

Freedom 
r-cal r-table Findings 

Regular supervision of 

teachers and teacher’s 

performance 

200 198 0.567 0.205 Significant 



www.scholink.org/ojs/index.php/fce           Frontiers of Contemporary Education             Vol. 2, No. 2, 2021 

62 
Published by SCHOLINK INC. 

Critical value at 0.05 significant level results of analysis in Table 1 shows that the calculated r-value of 

Influence of regular instructional supervision on Teachers’ effectiveness which is 0.567 is greater than 

the Critical value of 0.205 at 0.05 alpha level. The calculated correlation value reaffirmed that Regular 

Instructional Supervision of teachers has a measurable impact on Teacher effectiveness in Nakuru 

County. 

Ho1. Regular instructional supervision has no significant relationship with students’ academic 

performance in Public Secondary Schools in Nakuru County. 

 

Table 3. Chi-Square Analysis of the Teachers’ Opinion on the Relationship between Instructional 

Supervision and Students’ Academic Achievement 

Variable N 
2 Df P

 
P=0.05 

Relationship between instructional supervision 

and students’ academic achievement  
200 145.81 198 0.000 P<0.5 

 

The results show a statistically significant relationship in the opinion of teachers on the relationship 

between instructional supervision and students’ academic achievement. Specifically, there were 

significantly more teachers 161 (80.5%) agreeing that instructional supervision had a great influence on 

the academic achievement of the students than those disagreeing 39 (19.5%).  

Ho2. Instructional supervision has no significant relationship with teacher’s performance in secondary 

schools in Nakuru County. 

 

Table 4. Chi-Square Analysis of the TS Opinion on the Relationship between Instructional 

Supervision and Teachers’ Effectiveness 

Variable N 
2 Df P

 
P=0.05 

Relationship between instructional supervision and 

Teachers’ effectiveness  
200 154.67 198 0.000 P<0.5 

 

The results show a statistically significant relationship in the opinion of teachers on the relationship 

between instructional supervision and teachers’ effectiveness. Specifically, there were significantly 

more teachers 174 (87%) agreeing that instructional supervision had a great influence on teachers’ 

effectiveness than those disagreeing 26(13%).  

 

 

 

 

 



www.scholink.org/ojs/index.php/fce           Frontiers of Contemporary Education             Vol. 2, No. 2, 2021 

63 
Published by SCHOLINK INC. 

4. Discussion  

Supervision is critical in the development of any educational programme in both developed and 

developing countries including Kenya. Based on the findings of the study, the research revealed that the 

education system in Nakuru County is faced with numerous problems such as student’s poor 

performance in KCSE, poor attitude of teachers to work and non-regular instructional supervision of 

schools. It is therefore imperative that the challenges being currently faced by the educational system 

requires professional approach by experts in the educational field to improve the educational standards of 

schools in Nakuru County. The following recommendations were suggested to improve school 

administration, develop teachers’ professionalism through robust instructional supervision and 

improving secondary school student’s academic performance.  

1) A remedial mechanism should be developed and built into the school system by the Government, 

teachers, educational planners, policy makers, curriculum planners and parents. If quality education is to 

be achieved, a functional supervision mechanism involving parents should be built into the school system 

to ensure quality control and assurance from the system.  

2) The Inspectorate Unit of the Ministry of Education should be properly staffed with qualified 

instructional supervision professional that are radical enough to articulate changes within the current 

supervision dynamics. Retired but strong Head teachers and teachers who have long years of on field 

experience can play a vital role in ameliorating school instructional challenges in Nasarawa state 

academic environment.  

3) Regular evaluation of the instructional process, school administration procedure and educational 

outcomes by the supervisors so designated from within and outside the educational institution should be 

intensified so that conformities can be appreciated and improved upon while non conformities can be 

identified, sanctioned and corrected appropriately and timely.  

4) School administrators, government and professional bodies in the education sector should promote 

capacity development of teachers through intensive and regular seminars/workshops based on needs 

assessment of professional practices of teachers to improve their knowledge, pedagogical skills and 

competence in various subjects, with a view to enhancing the quality of teaching and learning processes 

in secondary schools.  

It is hoped that if the above recommendations are thoroughly and effectively considered, students’ 

performance in schools will improve. Moreover, the problem of quality of the Secondary school 

products and standards of education would likewise be addressed by employing the best teaching – 

learning practices in Nakuru County. 

 

 

 

 

 



www.scholink.org/ojs/index.php/fce           Frontiers of Contemporary Education             Vol. 2, No. 2, 2021 

64 
Published by SCHOLINK INC. 

References 

Acheson, K. A., & Gall, M. D. (2003). Clinical supervision and teacher development: Pre-service and 

In-service Applications. John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030. 

Allida, V., Olela, M., Ogwari, P., & Minja, O. (n.d.). Best Practices in Instructional Supervision: A 

Study of Adventist Secondary Schools in Ranen Conference. In Approaches. Nairobi: Acts Press. 

Blumer, H. (2017). The nature of symbolic interactions. In Communication theory (pp. 102-120). 

Routledge. https://doi.org/10.4324/9781315080918-10 

Bolt, J., Duku, C., Groot, A., Demissie, T., & Recha, J. (2019). Green grams Kenya: Climate change 

risks and opportunities. 

Cervone, L., & Martinez-Miller, P. (2007). Classroom walkthroughs as a catalyst for school 

improvement. Leadership Compass, 4(4), 1-4. 

David, J. (2008). Classroom walkthroughs. Educational Leadership, 65(4), 81-82. 

DeWitt, D. (2018). Teachers Perception of the Evaluation Process on Classroom Instruction (Doctoral 

dissertation). Southwest Baptist University. 

Evans, N., Bosire, J., & Ajowi, J. (2012). Analysis of the challenges faced by principals in the 

management of support staff in public secondary schools in Nyamira County, Kenya. Journal of 

Research in Humanities and Social Science, 4(3), 41-50. 

Gay, L. R., Mills, G. E., & Airasian, P. (2009). Educational Research: Competencies for Analysis and 

Applications (9th ed.). New Jersey: Pearson Education. 

George, D. (2011). SPSS for windows step by step: A simple study guide and reference, 17.0 update, 

10/e. Pearson Education India. 

GoK. (2014). Agricultural Sector Development Support Programme. Ministry of Agriculture, 

Livestock, and Fisheries. Government of Kenya, Nairobi. 

Hoy, W. K. (2010). Quantitative research in education: A primer. Los Angeles: California: SAGE. 

https://doi.org/10.4135/9781452272061 

Iroegbu, E. E., & Etudor-Eyo, E. (2016). Principals’ Instructional Supervision and Teachers’ 

Effectiveness. British Journal of Education, 4(7), 99-109. 

Irungu, J. M. (2002). Headteachers’ preparation and support in financial management: A study of 

public secondary schools in Nakuru Municipality, Kenya (Unpublished M.Ed Thesis). Kenyatta, 

University, Nairobi.  

Isaac, A. A., Haastrup, T. E., & Osalusi, F. M. (2010). Learning environment and secondary school 

effectiveness in Nigeria. Studies of Home Communication Science, 4(3), 137-142. 

https://doi.org/10.1080/09737189.2010.11885312 

Kayaoglu, M. N. (2012). Dictating or Facilitating: The Supervisory Process for Language Teachers. 

Australian Journal of Teacher Education, 37(10), n10. https://doi.org/10.14221/ajte.2012v37n10.4 

Kombo, D. K., & Tromp, D. L. A. (2006). Proposal and Thesis Writing: An introduction. Nairobi: 

Pauline Publications Africa. 

https://doi.org/10.4324/9781315080918-10
https://doi.org/10.4135/9781452272061
https://doi.org/10.1080/09737189.2010.11885312
https://doi.org/10.14221/ajte.2012v37n10.4


www.scholink.org/ojs/index.php/fce           Frontiers of Contemporary Education             Vol. 2, No. 2, 2021 

65 
Published by SCHOLINK INC. 

Malunda, P., Onen, D., & Musaazi, J. (2016). Instructional Supervision and the Pedagogical Practices 

of Secondary School Teachers in Uganda. Journal of Education and Practice, 7(30), 177-187. 

MOE. (2007). Ministry of Education report. Nairobi Government printers Edition: Government printers.  

Mohammed, Y., Yusuf, A., & Mbitsa, I. M. (2015). Relevance of Instructional Supervision in the 

Effective Teaching and Learning in Nigeria Universal Basic Education School System. IOSR 

Journal of Research & Method in Education Ver, 3(5), 4. 

Mugenda, O. M., & Mugenda, A. G. (2009). Research methods: Quantitative and Qualitative 

Approaches Nairobi. Act Press. 

Nakpodia, E. D. (2011). Principals’ supervisory aptitude of teachers’ work performance in Delta State 

secondary schools, Nigeria. Journal of Research in Education and Society, 2(1), 263-274. 

Nyaaba, A. E. (2016). The practices and challenges of instructional supervision in public basic schools 

in the west circuit of Bongo District in the Upper East Region of Ghana (Doctoral dissertation). 

University of Education, Winneba. 

Orenaiya, S. A. (2014). School Inspection or, and Supervision Effects in Public Secondary Schools in 

Ogun State, Nigeria: Where are we and where do we go? International Journal of Humanities and 

Social Science Invention, 3(6), 74-80.  

Orodho, J. A. (2008). Techniques of Writing Research Proposals and Reports in Education and Social 

Sciences. Maseno: Kanezja HP Enterprises. 

Peretomode, V. F. (Ed). (2004). Introduction to Educational Administration Planning and Supervision. 

Lagos: Joja Educational Research and Publishers Limited. 

Protheroe, N. (2009). Using Classroom Walkthroughs to Improve Instruction. Principal, 88(4), 30-34. 

Rahmany, R., Hasani, M. T., & Parhoodeh, K. (2014). EFL teachers’ attitudes towards being 

supervised in an EFL context. Journal of Language Teaching and Research, 5(2), 348-359. 

https://doi.org/10.4304/jltr.5.2.348-359 

Samoei, C. (2014). Instructional supervisory role of principals and its’ influence on students’ academic 

achievement in public secondary schools in Nandi North District Nandi County Kenya (Master’s 

Thesis). Catholic University of Eastern Africa. 

Skretta, J. (2007). Using walkthroughs to gather Data for School Improvement. Principal Leadership, 

16-23. 

Smit, B., & Fritz, E. (2008). Understanding teacher identity from a symbolic interactionist perspective: 

Two ethnographic narratives. South African Journal of Education, 28(1), 91-102. 

Sule, M. A., Eyiene, A., & Egbai, M. E. (2015). Instructional Supervisory Practices and Teachers’ Role 

Effectiveness in Public Secondary Schools in Calabar South Local Government Area of Cross 

River State, Nigeria. Journal of Education and Practice, 6(23), 43-47. 

Syngenta, L. (2002). Predictors of commitment, job satisfaction and intent to stay in Teaching: A 

comparison of general and special educators. Journal of Special Education, 25(4), 453-471. 

https://doi.org/10.1177/002246699202500404 

https://doi.org/10.4304/jltr.5.2.348-359
https://doi.org/10.1177/002246699202500404


www.scholink.org/ojs/index.php/fce           Frontiers of Contemporary Education             Vol. 2, No. 2, 2021 

66 
Published by SCHOLINK INC. 

UNESCO. (2008). EFA Global Monitoring Report 2008. Paris: UNESCO. 

UNICEF. (2014). Generation 2030 Africa: Child demographics in Africa. Division of Data. Research 

Policy. 

Wanjiku, M. C. (2018). Influence of Instructional Supervision Practices of Head teachers on Students 

academic Outcomes in Public Day Secondary Schools in Kirinyaga County, Kenya (Doctoral 

dissertation). Kenyatta University. 

Wanzare, Z., & Da Costa, J. L. (2001). Rethinking Instructional Leadership Roles of the School 

Principal: Challenges and Prospects. The Journal of Educational Thought (JET)/Revue de La 

Pensée Éducative, 35(3), 269-295. 

Wiles, K., & Lovell, J. T. (1975). Supervision for better schools. 

Yamane, T. (1967). Statistics, An Introductory Analysis (2nd ed.). New York: Harper and Row. 

Zepeda, S. J. (2007). Cognitive dissonance, supervision, and administrative team conflict. International 

Journal of Educational Management, 20(3), 224-232. 

https://doi.org/10.1108/09513540610654191 

 

 

https://doi.org/10.1108/09513540610654191

