Influence of Principals’ Supervisory Practices on Teachers’ Effectiveness in Public Secondary Schools in Meru Central Sub-County Meru County, Kenya

Omondi Edward Odwar and Ruth Thinguri
Mount Kenya University, Kenya
Email: Odwar@gmail.com

Abstract: This paper discusses the influence of principals’ supervisory practices on teachers’ effectiveness in public secondary schools in Meru central sub county, Meru County, Kenya. Although other factors could be contributing to teachers’ effectiveness, theoretical and empirical literature show that principals’ supervisory practices on teachers is a vital aspect in teachers’ effectiveness. This study sought to determine the influence of principals’ supervisory practices on teachers’ effectiveness. The study looked at teacher professional document, classroom observation, provision of teaching resources, teacher appraisal and teacher professional development. Further, the study sought to establish whether a significant relationship between the checking of teachers’ professional documents and teachers’ effectiveness. The study adopted mixed methodology research design where simple and purposive random sampling as well as census methods were used to extract study respondents. A study sample of 576 was selected from a population of 10,555 in Meru central. Quantitative data was analysed using descriptive (percentages, frequencies,) and inferential statistics (regression analysis) while qualitative data was analysed using thematic analysis. The study found that principal checking of teacher professional document has an influence on teacher effectiveness and that most principals do not write reports on teachers’ conduct and professionalism, the study recommended that principals should purpose to write reports on teachers’ conduct and professionalism since this can lead to identification of professional gaps that may exist. Additionally, for classroom observation to be effective it should be done severally. This adds to empirical knowledge on principals’ supervisory practices and may contribute to expected interventions in teachers’ effectiveness.