Principals’ Influence on Supervision Strategies on Teachers’ use of Professional Records for Effective Curriculum Implementation in Public Secondary Schools in West Pokot Sub-County, West Pokot County, Kenya

Lokupo Francis
Dr. Areba George Ngwacho
Dr. Okutu Aggrey Asitiba
Department of Educational Administration planning and Economics, Kisii University, Kenya.
Corresponding Author: gareba@kisiiuniversity.ac.ke

Received July 11, 2020; Revised October 19, 2020; Accepted October 30, 2020

Abstract: Principal’s inadequate supervision strategies on curriculum have continued to affect effective curriculum implementation. The study’s objective: to assess principal’s influence on supervision strategies on teacher’s use of professional records for effective curriculum implementation. The study was guided by Management by Walking Around “MBWA” (Tom & Robert, 1982) and Three Minute Classroom Walk Through (Downey, 2004). The study adopted descriptive survey design. The study targeted 40 principals, 300 teachers and 280 prefects in all 40 public secondary schools in West Pokot sub-county. Questionnaires were used to collect data from principals, teachers and prefects. Document analysis guide was used to obtain information from public records. Validity of the instrument was established through experts’ opinions, while its reliability was computed by Pearson rank correlation coefficient, significance value of 0.8 was accepted. The research yielded both quantitative and qualitative data. Quantitative data was analysed by use of descriptive statistics and qualitative data was analysed through thematic analysis. Both were analysed with the help of Statistical Programme for Social Sciences (SPSS) version 23. The analysed data was presented using frequency distribution tables and bar graphs. The study’s finding was most principals were inadequate in supervision of teacher’s use of professional records. The study concluded that actual principal supervision on professional records was weak as explained by poor performance in KCSE results. The study recommends that the Ministry of Education to provide in-service proficiency courses to principals on the supervision of curriculum. The Ministry of Education is expected to benefit by generating policies from the study.