Strategies for Enhancing Instructional Supervision to Improve Education Quality in Public Secondary Schools: A Case Study of Makueni County, Kenya

Susan N. Kiilu; Thaddeus O. Rugar; Juma Benson; Paulah M. Ngei; Hinneh Mandela; Kipkogei Chemitei

doi:10.2022/ajest.v7i3.932

Susan N. Kiilu University of the Valley Mexico and County Assembly of Makueni
Thaddeus O. Rugar Department of Educational Administration, Planning and Curriculum, Kenyatta University
Juma Benson Department of Education Policy and Management, University of the Valley Mexico.
Paulah M. Ngei Department of Civil and Structural Engineering University of Eldoret
Hinneh Mandela Department of Fisheries and Aquatic Sciences, University of Liberia, Monrovia 9020, Liberia.
Kipkogei Chemitei Department of Biological Sciences, University of Eldoret

DOI: https://doi.org/10.2022/ajest.v7i3.932

Keywords: Instructional supervision, Educational quality, Supervision strategies, Public secondary schools

Abstract

The study investigated the effectiveness and perceptions of various instructional supervision strategies in the context of public secondary schools in Kenya. The study examines four primary strategies employed by instructional supervisors: direct assistance, group development, curriculum development, and action research. The aim is to provide insights into the most impactful approaches for enhancing educational quality. This study was based on the concept that the supervisory role of the principal is significant in enhancing teacher’s professional development. There was a total of 392 public secondary schools in Makueni County with a total of 3,364 teachers. The sampled population was 119 principals and 357 teachers making a total of 476 respondents. The study combined qualitative analysis with quantitative metrics like rankings and percentages. The results reveal that direct assistance strategy, particularly immediate feedback, is highly valued by all parties, including principals (58.8%), heads of departments (62.5%), and teachers (67.6%). This approach provides personalized support to teachers by offering constructive feedback on teaching methods, materials, and styles. It was found that providing timely feedback is crucial for effective instructional supervision, especially for new and less experienced teachers. The study also highlights the significance of group development strategy, wherein collaborative groups of teachers come together to address instructional issues and make important decisions. The findings emphasize the need for fostering an environment of collaboration and idea-sharing among educators, enhancing the collective problem-solving capacity within the school community. Furthermore, the research underscores the importance of curriculum development strategy. While advising teachers on new curriculum developments is recognized as vital, the study identifies a gap in providing guidance on executing the new curriculum. In conclusion, this study offers comprehensive insights into the effectiveness of instructional supervision strategies in enhancing educational quality within public secondary schools.

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