Curriculum Supervision

Horizontal evaluation, a modelfor teacher evaluation based "pon the structuring of dialogue in order to help teachers better u.nderstand the nature and influence of their decisions, is described and the results.of a pilot study using the model presented. Through horizontal evaluation pairs of teachers analyzed the assumptions they held about teaching and learning and began to u.nderstand, critically, talcen-for-granted aspects of schooling including problems of inequality, contextual constraints on teachers' work, and legitimacy of program goals.

The distance between educational researchers and classroom teachers benefits disinterested observation, but dispossesses the researchers of participatory modes of understanding. In attempting to resolve this problem, some researchers have developed the theory and practice of teachers as researchers, similar to Kurt Lewin's action research. Lewin argued for a system of analysis, fact finding; conceptualization, planning, and execution, and then a repetition of_the ;whole cycle. The process involves the participants of the social world under-investigation at every stage. Although not at the forefront of research developments in education, the impact of action research in education is seen in the trend toward reconceptualizing the field in more participatory terms. Action research has several essential_ features: (1) an interest in participator' democratic processes for social and intellectual reconstruction: (2) a linking of the development of theory and practice; (3) a means for producing authentic critiques of practice: and (4) the development and strategic use of programs of social action as tools. Action research is sufficiently well established in Australia to have substantive and methodological problems that need to be solved. (FG)

School principal leadership plays a significant role in school success, through its effects on teachers' perception, attitudes, and behaviours. However, the knowledge of how teachers and principal themselves perceive the principals leadership behaviour in high-achieving school and low achieving school in least develop country like Nepal is very limited. Most existing evidence focuses on developed country that are no the results that can be apply in least develop and developing countries, which why we lack solid operative knowledge on teachers perception on leadership behaviour in high-and low achieving schools of least develop country. This study seeks to address this lacuna. This quantitative study examined and compared the leadership style of high-and low-achieving school’s principal that serve socially and economically disadvantaged population through the perception of the teachers and principals themselves. Leadership Behaviour Inventory Questionnaire (Green, 2006) was admin...

School and pupil factors have been widely documented as factors that significantly affect student’s achievement in school. Peer influence has been categorized under either school or pupil factors that may affect academic performance of the learners. This study sought to investigate the relationship between peer group discussions and pupils’ academic performance in primary schools in Kapsoya zone, Uasin Gishu County. This was a correlation study. This study adopted social development theory developed by Vygotsky. It was carried out with a sample size of 424 pupils from 20 primary schools. The pupils were selected using stratified random sampling. Data was collected using pupils and teachers questionnaires. Pupils’ scores were extracted from zonal examinations records at each individual school. SPSS was used to aid in analysis. Mean and standard deviation were used as descriptive statistics for continuous variables such as academic performance. The study found out that there was no si...

After more than 10 years into the charter-school movement, a fundamental issue remains to be addressed, according to this paper. The issue reduces the charter movement down to its basic core premise, which is effectiveness. The question for all stakeholders is how effective is the charter-school model. Evaluation within the context of the charter-school movement can be understood to mean the systematic assessment of the charterschool program for the purpose of school improvement. The paper claims that the charter-school evaluation process remains under construction with plenty of work remaining to be done. The paper presents a charter-school evaluation plan with that issue in mind. The plan reflects current best practices of charter-school evaluation. The paper focuses on three areas: (1) the evaluation criteria of the charter school under examination; (2) the relationship of the evaluation process to charter-school effectiveness; and (3) the problems and promises of the charter-school plan. The paper concludes that evaluation should be both formative and summative in scope. The evaluation approach should be manageable and reasonable in dimension and intent, and should address the relational and quantifiable problems. (WFA) Reproductions supplied by EDRS are the best that can be made from the original document.

This is not new. "Those who educate children well are more to be honoured than they who produce them; for these only gave them life, that art of living well." Aristotle (circa 325 B.C.) There is a sea change occurring in education across the country in the systematic way that we consider what students should be learning and how teachers should be evaluated. One approach that some developing countries have attempted to foster capacity building is through isomorphic mimicry. Similar to the concept of mimetic isomorphism used in organizational theory. Isomorphic mimicry refers to the tendency of government to mimic other governments' successes, by replicating methods and policy designs deemed successful in other countries. Teachers have one of the most demanding vocations in the world and in order to fulfil their important roles with excellence, they need training, motivation as well as regular mental, emotional and spiritual rejuvenation. The educational systems the world over recognise the importance of the teacher and is often evident by the resources spent on teacher capacity building.

The study investigates the extent to which mentoring services improve on teachers' instructional processes in government aided secondary schools. Teacher effectiveness requires concerted effort and interventions to change the way teachers conduct their teaching. The research used cross sectional survey and mixed methods. Questionnaires and interviews were used to collect data. Data was collected from 462 secondary school teachers and school administrators and analyzed using descriptive statistics and Chi-Square frequency. The results statistically significantly suggested that teachers are able to supervise and control learners during class activities as a result of mentoring services (M = 4.40). The study findings statistically significantly suggested (M =4.32) that teachers have acquired skills of controlling learners' behaviours in the class as a result of mentoring services. It was also statistically significantly suggested (M= 4.25) that teachers acquired skills of controlling noise as a result of mentoring services. The findings through quantitative methods revealed that mentoring influence teacher effectiveness in government aided secondary schools. However, findings through qualitative methods revealed that Mentoring does not have any influence on teacher effectiveness. Findings through documents checked revealed that mentoring activities are not documented meaning no mentoring services in the schools. Mentors have not had formal training in mentoring, they have no mentoring skills. This is why teachers do not effectively manage their classroom and students' performance remain poor. The study suggests that Ministry of Education and Sports should be empowered to regularly organize appropriate training for teachers and school administrators to scale-up teachers' awareness and skills in mentoring to help improve on teachers' instructional processes in government aided secondary schools.

Honzontal ealuatrion differs from the dominant view in important ways' Although most schemes try to control what teachers do, horizontal evaluation attempts to promote change by empowering teachers. Teachers are given the opportunity to reexpenence the ordinary and therefore to act on a critical accounung of practices and aims as opposed to acting out of habit? 2 Practitioner knowledge not only becomes a central part of the evaluation process, but teachers enable other teachers to take a critical look at this knowledge base In contrast to the dominant tradition that attempts to provide teachers with right techniques," this approach to evaluation examines the relation between educauonal means and ends and therefore exposes the political, moral, and ethical implications of schooling. Dominant forms of evaluation involve one way communiques directed at the observed teacher, horizontal evaluation encourages a two-way form of communication where both participants work together to scrutinize teaching and schooling. When this process succeeds, "The person with understanding does not know and judge as one who stands apart unaffected, but as one united by the specific bond with the other, he thinks with the other and undergoes the situation with him. " Finally, while traditional forms of evaluation are individualistic, focusing on only one teacher, horizontal evaluation holds to a communitarian ideal that tries to bring the discourse to as many members of the educational community as possible. There is more to school change than merely altering how teachers think and act in the classroom. Challenging the structures and relations that define schooling in narrow ways requires collective action from various interest groups, not the least of which are students and parents

The study aimed to determine the correlation between instructional supervision and performance evaluation in the Public Elementary Schools of Bayawan City Division. The survey was descriptive and correlational in nature. It utilized the percentage, mean, weighted mean, and spearman rank correlation coefficient. The study found out that the extent of implementation of instructional supervision as perceived by the experienced teachers was "very high" in terms of the following aspects:(a) concept and purpose of instructional supervision; (b) planning and preparations for instructional supervision; and (c) organization and implementation of instructional supervision; (d) dialogue and discussion in post-instructional supervision; and (e) satisfaction with and evaluation of instructional supervision. Likewise, the extent of implementation of instructional supervision as perceived by the novice teachers was also "very high" based on how they rated their instructional supervisors in terms of the first three areas. In addition, a moderate relationship was found to exist between the teachers' job performance evaluation and the extent of implementation of instructional supervision in the following aspects: (a) concept and purpose of instructional supervision; (b) planning and preparations for instructional supervision; and (c) satisfaction with and evaluation of instructional supervision.

The current research being reported on employed a Clinical Supervision (CS) model as a conceptual framework to design and implement CS interventions to develop teachers’ pedagogical and instructional skills with three teachers in two secondary schools in Trinidad and Tobago over a six-month period. Data collection methods included: classroom observations, questionnaires, interviews and journals. The findings showed that the CS intervention that focused on building a collaborative and collegial relationship with the teachers, to develop their skills, attitudes and competencies, enabled them to learn and improve their pedagogical and instructional practices within the complex classroom environments. Teachers indicated that the collaborative process allowed them to reflect and improve their practice with assistance and guidance from their supervisors, whom they regarded as mentors. The study is significant as it validates CS as a viable and sustainable teacher CPD strategy.

This study was carried out to determine the relationships between supervision and teachers’ performance and attitude in secondary schools in Kuala Lumpur, Malaysia. This is a quantitative study where the 5-point Likert-type-scale questionnaire was used to analyze data using descriptive and inferential statistics. Simple random sampling was used to select the respondents. This study entailed respondents from various schools in one of the districts in Kuala Lumpur which comprises 200 teachers and 50 supervisors. Descriptive statistics were used to describe the status of supervision practices, teachers’ attitude toward supervision, and teachers’ level of performance after supervision. Multiple regression analysis was used to test the relationships between supervision (supervisory practices–directive, collaborative, and nondirective approach) and teachers’ performance and attitude. The current status of supervisory practices, teachers’ attitude toward supervision, and teachers’ performa...

For a school to function effectively, heads should provide instructional leadership. Research indicates that where instructional leadership activities are performed, the output of teachers and academic performance of pupils are most likely to improve. The purpose of this study was to find out how instructional leadership of heads of basic schools in Kwaebibirem district of Ghana takes place. The study explored the following areas: (1) Lesson planning, organization and delivery (2) heads’ direct personal support for teachers (3) heads’ supervision of teachers and pupils’ performance and (4) heads’ evaluation of teachers and pupils’ performance. A descriptive design was used for the study. A questionnaire and an interview guide were used to collect data from headteachers, teachers, and circuit supervisors. The population of the study included 207 head-teachers, 933 teachers and 10 circuit supervisors. A total of 305 respondents formed the sample. This consisted of 60 head-teachers, 24...

The study investigated influence of principals' supervision on teachers' job satisfaction in public secondary schools in Kakamega County, Kenya. The objective was: To determine the influence of principals' checking on teachers' professional document and principals' class visitation on teachers' job satisfaction. The study was based on the Path Goal theory. The study targeted 324 public secondary schools which comprises of 324 principals and 1500 teachers and 12 TSC officials across 12 sub-counties in Kakamega County. Purposive sampling to select five sub counties included Lurambi, Ikolomani, Shinyalu, Navakholo and Malava sub county. 64 schools selected using stratified sampling, purposive sampling for 64 principals and 5 TSC officials while simple random sampling for 300 teachers. Questionnaires and interview guides were used to collect data. The findings for the null hypothesis that there is no significant relationship between principals' checking on professional documents and teachers' job satisfaction using Chi square test was (df=16, Pearson X 2 =92.826, p=0.005 at 0.05 significance level). Therefore, the null hypothesis was rejected hence there is a relationship between principals' checking on professional documents and teachers' job satisfaction. The null hypothesis that there is no significant relationship between principals' class visitation and teachers' job satisfaction using Chi square test was (df=16, Pearson X 2 =103.379, p=0.005at 0.05 significance level). The null hypothesis was rejected. Hence there is a relationship between principals' class visitation and teachers' job satisfaction. The study concluded that principals checking on professional documents and principals class visitation influenced teacher job satisfaction. The study recommended that Principals should be equipped with the required supervision knowledge and skills that would lead to improved teachers' job satisfaction. QASOs should ensure increased teachers' job satisfaction by regular supervision to secondary schools, guide, monitor principals and receive regular updates on progress of class visits and lesson observations to enhance the exercises of instructional leadership conducted by the principal and advise.

This paper explored the perceived scope and approaches of curriculum supervision in selected senior high schools in the Central Region of Ghana. Descriptive survey was adopted for the study. Non-probability sampling method (purposive and convenience sampling techniques) was used to selects the respondents for the study. Questionnaire was used to elicit responses from both curriculum leaders and teachers. Primarily, descriptive statistics were used to analyze the data collected. Frequency and percentages in tables were adopted to present various perceptions held by curriculum leaders and teachers on the scope and approaches of curriculum supervision. It was concluded that curriculum supervision should follow stipulated rules and that selective curriculum supervision process should be applied in relation to individual teacher’s needs/challenges. It was recommended that ensuring compliance with the rules should be considered as a major purpose of curriculum supervision. Also, the scope...

ABSTRACT
Currently, developmental models of supervision have dominated supervision thinking and research throughout the world. But its importance were not well known by the implementer like supervisors and teachers and school principals particularly in developing countries. Hence, this guided critical review paper give insight to understand the essence of developmental supervision. The review mainly focuses on basic concepts and rational of developmental supervision, its broad proposition, environment of developmental supervision, its orientations, criteria to choosing appropriate supervision orientations, the intersecting variables to establish criteria, supervisory roles and approaches, application of developmental supervision, its role in school improvement and enhancement of quality education. Researcher tried to see and compare the current trend of developmental supervision of Ethiopia.
KEY WORDS: DEVELOPMENTAL SUPERVISION, ORIENTATION, APPROACHES, SCHOOL IMPROVEMENT

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This paper looks at the effect of instructional supervision by school authorities on the pedagogical practices of teachers in public secondary schools in Uganda. To date, research into this field in the country has focused more on the technicalities of supervision rather than on how the teachers have been responding to it. The study employed a descriptive cross-sectional survey design, in which both quantitative and qualitative methods of data collection and analysis were applied. Study respondents included 934 teachers randomly selected from 95 public secondary schools, 76 head teachers, and two officials from the Directorate of Education Standards of the Ministry of Education and Sports. Ordered logistic regression technique was used to establish the effect of instructional supervision on the pedagogical practices of teachers. Findings of the study revealed that both classroom observation (odd ratio=4.1; p=0.000<0.05) and portfolio supervision (odd ratio=2.3; p=0.000<0.05) have statistically significant effect on the pedagogical practices of teachers in public secondary schools in Uganda. Furthermore, the study established that school authorities were inadequately carrying out instructional supervision, thereby leaving teachers to employ ineffective pedagogical practices. The study concluded that teachers' pedagogical practices are dependent on the manner in which they are supervised, other factor notwithstanding. Therefore, in order to augment the pedagogical practices of teachers, school inspection by the Directorate of Education Standards should be increased and regular in-service training needs to be provided to head teachers as well as subject heads on how to conduct classroom observations and portfolio supervision in schools.

The purpose of this research was to improve the teachers' competency development system through school-based training of local administration organizations. The process comprised 4 steps; analysis, planning, implementation and evaluation. The target group was 10 purposively-random sampled teachers. The instruments used questionnaires and quantitative analysis. The data described by using percentile, mean, and standard deviation. The research found that : The teachers' competency development system shall be consisted of 4 main steps and minor steps. Step 1 problem analysis; investigate present situation and problems, study the needs of teachers' competency, organize meetings. Step 2 development planning; meeting for share learning, prioritizing the importance, setting the action plan, making developmental manual. Step 3 implementation; workshops on School-Based Training, knowledge implementation, pairs of partners. Step 4 acceleration of supervision and monitoring; meeting for share learning, evaluating workshops, evaluating the teachers' characteristics, evaluating the satisfaction of participating teachers and students.

The quality of education depicted in any school is largely influenced by the quality of leadership exhibited by the school administrator in that institution. Effective teamwork and networking among stakeholders in a school is a source of motivation that drives all people involved to work towards the achievement of the goals of that institution. It is the obligation of the institution leader to influence those workers under him or her to strive to achieve the institutional goals through the application of appropriate leadership skills. In this article, the authors discuss the findings from the study carried out on the relationship between headteachers' leadership styles on KCPE performance in public primary schools in central region of Kenya. The study is based on normative decision theory by Vroom and Yetton (1973). The study adopted mixed methods and applied sequential exploratory design which involved quantitative and qualitative procedures in data collection and analysis. The study adopted purposive and stratified simple random sampling and data was collected using questionnaires, interview schedules and document analysis for the secondary data. The instruments' validity was established through the guidance of the experts in the department of management, administration and leadership of Mount Kenya University. The researchers established instrument reliability by using split half technique which involved calculating the Pearson's correlation coefficient (r) between the two halves of the tests. Quantitative data was analyzed using SPSS version 21 and qualitative data was analyzed thematically according to the objectives. The findings of the study indicated that pupils' performance in Kenya Certificate of Primary Education corresponded to leadership styles to a very great extent. The study also found out that there was laxity by the headteachers in delegating power and duties to their teaching staff and lack of participation of all stakeholders in the welfare of the school thus affecting the pupils' performance. The findings of this study drew conclusion that would assist education policy makers and implementers to formulate strategies that could be used to improve leadership styles that would promote better examination performance at primary school level.

This study sought to investigate the challenges of supervision of teaching and learning in public Senior High Schools in the Techiman Municipality of Brong-Ahafo Region. The descriptive survey was employed to collect data. Questionnaires and interviews were the main instruments used in data collection. The data was analyzed using descriptive statistics. One hundred and twenty respondents made up of 3 headmasters of SHSs, 116 teachers and 1 external supervisor was sampled. Random and purposive sampling techniques were used in selecting participants. The study found that continuing distance learning programmes offered by the

This research investigated the influence of principal's inspection of teachers' record keeping strategy on teachers' job performance in Cross River State, Nigeria. Subjects involved six hundred and sixty (660) teachers and three thousand, three hundred senior secondary school students which were randomly selected from two hundred and thirty two (232) secondary schools in Cross River State. Data was collected with Principals' Instructional Supervisory Strategies Questionnaire (PISSQ) and Teachers' Job Performance Scale Questionnaire (TJPSQ). The result of analysis utilizing one-way analysis of variance (ANOVA) indicated that principal's inspection of record keeping strategy significantly influenced teachers' job performance. It is recommended that regular supervision which must include teachers' record keeping strategy be regularly organized by government to enhance teachers' job performance.

The research tried to examine the role of school principal in facilitating change in teaching-learning process. Moreover, it has focused on the main roles of principal in implementing LCIP. The research employed both quantitative and qualitative methods. The study used a random sample of 62 teachers from a purposefully selected five junior schools in Asmara to ensure the representation of the population with different socio-economic background. The instrument for collecting data was a questionnaire. Descriptive analysis was utilized based on frequency, percentage, mean and standard deviation to analyze the data collected.  For the open ended questions, narrative analysis was used to examine the responses of the teachers.  The results of the study revealed that teachers believe that the principals in junior schools in Asmara have been facilitating implementation of the change introduced by the Ministry of Education in LCIP. They believe that principals have been striving on facilitat...

The study investigated influence of principals' supervision on teachers' job satisfaction in public secondary schools in Kakamega County, Kenya. The objective was: To determine the influence of principals' checking on teachers' professional document and principals' class visitation on teachers' job satisfaction. The study was based on the Path Goal theory. The study targeted 324 public secondary schools which comprises of 324 principals and 1500 teachers and 12 TSC officials across 12 sub-counties in Kakamega County. Purposive sampling to select five sub counties included Lurambi, Ikolomani, Shinyalu, Navakholo and Malava sub county. 64 schools selected using stratified sampling, purposive sampling for 64 principals and 5 TSC officials while simple random sampling for 300 teachers. Questionnaires and interview guides were used to collect data. The findings for the null hypothesis that there is no significant relationship between principals' checking on professional documents and teachers' job satisfaction using Chi square test was (df=16, Pearson X 2 =92.826, p=0.005 at 0.05 significance level). Therefore, the null hypothesis was rejected hence there is a relationship between principals' checking on professional documents and teachers' job satisfaction. The null hypothesis that there is no significant relationship between principals' class visitation and teachers' job satisfaction using Chi square test was (df=16, Pearson X 2 =103.379, p=0.005at 0.05 significance level). The null hypothesis was rejected. Hence there is a relationship between principals' class visitation and teachers' job satisfaction. The study concluded that principals checking on professional documents and principals class visitation influenced teacher job satisfaction. The study recommended that Principals should be equipped with the required supervision knowledge and skills that would lead to improved teachers' job satisfaction. QASOs should ensure increased teachers' job satisfaction by regular supervision to secondary schools, guide, monitor principals and receive regular updates on progress of class visits and lesson observations to enhance the exercises of instructional leadership conducted by the principal and advise.

The aim of this study is to investigate the perceptions of  principals and deputy principals of secondary schools in Nairobi City County on the impact of integration of information communication technology (ICT) in human resource on the management of secondary schools in Nairobi City County. The study employed the descriptive research survey method. The research instruments used were questionnaires, an interview guide and an observation schedule.  Quantitative data was analyzed using descriptive statistics and presented in the form of tables. Qualitative data was coded according to content and analyzed based on emerging themes and presented in narrative form. The findings of the study was that there was no significant impact of integrating ICT in human resource on secondary school management in Nairobi City County.  Among the recommendations made are that the ministry of education should create and adopt a nationally accepted ICT policy for purposes of uniformity in the management o...

This research investigated the influence of principal's inspection of teachers' record keeping strategy on teachers' job performance in Cross River State, Nigeria. Subjects involved six hundred and sixty (660) teachers and three thousand, three hundred senior secondary school students which were randomly selected from two hundred and thirty two (232) secondary schools in Cross River State. Data was collected with Principals' Instructional Supervisory Strategies Questionnaire (PISSQ) and Teachers' Job Performance Scale Questionnaire (TJPSQ). The result of analysis utilizing one-way analysis of variance (ANOVA) indicated that principal's inspection of record keeping strategy significantly influenced teachers' job performance. It is recommended that regular supervision which must include teachers' record keeping strategy be regularly organized by government to enhance teachers' job performance.

This study examined the impact of smaller class size on elementary student achievement, focusing on types of instructional strategies utilized, student time on task, academic focus of the classroom, and types of interactions between teachers and students and between students and students. Two long-term class size reduction sites in North Carolina were used for the evaluation. Researchers used three different observation instruments, including the School Observation Measure, an observation instrument that categorized teacher-student interactions, and an instrument that examined instructional practices, student groupings, support materials, teacher-student interactions, and classroom climate. Data analysis indicated that student time on task and academic focus were consistently high at these two sites. While direct instruction was the most common instructional strategy observed, teacher-student interactions in the form of teacher as coach and instructional feedback were also frequently observed. Smaller classrooms appeared to be supportive environments for student learning. They had a relaxed atmosphere, and teacher and student familiarity with one another extended beyond the classroom. (Contains 10 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document.

The Directorate of Quality Assurance and Standards is charged with the responsibility of ensuring quality education which entails monitoring of curriculum implementation in schools. The members of staff of the directorate are expected to visit schools regularly, conduct seminars and in-service courses for teachers among other activities.The researchers' aim was to conduct a critique review of Quality Assurance and Standards Officers (QASO's) supervisory practices on teachers' effectiveness. It was noted that the funds allocated to the Directorate of Quality Assurance and Standards was not enough. Only a few schools were sampled for supervision especially due to poor academic performance or students' unrests. QASOs lacked the necessary knowledge and skills among other shortcomings. The researchers concluded that Directorate of QASO needed to be strengthened to improve teachers' effectiveness leading to improvement in students' academic performance. This could be done through allocation of more funds, training among others.

This research is about the contribution of philosophy to education. Philosophy is the foundation of knowledge and it is the theory about education. Education is the practical component of this theory. Because of this relationship philosophy is foundational in all aspects of education. This research will expose a strong link between philosophy and education which has all along been watered down. While philosophy has a critical component, education has been underscored in this research as the continuous revitalization of learning about life. Intellectually, education means the formation of understanding as a response to the calling of being which is the end of our knowing. In other words, to know is to comprehend being in its totality. The researcher goes ahead and demonstrates that in order for us to comprehend various issues in education; we need to embrace philosophy for it is the foundation of all knowledge. Secondly, philosophy underpins education as it is its critical and theoretical component. All the problems and dimensions of education can only be understood properly through philosophy and they are of philosophical nature.

For a school to function effectively, heads should provide instructional leadership. Research indicates that where instructional leadership activities are performed, the output of teachers and academic performance of pupils are most likely to improve. The purpose of this study was to find out how instructional leadership of heads of basic schools in Kwaebibirem district of Ghana takes place. The study explored the following areas: (1) Lesson planning, organization and delivery (2) heads’ direct personal support for teachers (3) heads’ supervision of teachers and pupils’ performance and (4) heads’ evaluation of teachers and pupils’ performance. A descriptive design was used for the study. A questionnaire and an interview guide were used to collect data from headteachers, teachers, and circuit supervisors. The population of the study included 207 head-teachers, 933 teachers and 10 circuit supervisors. A total of 305 respondents formed the sample. This consisted of 60 head-teachers, 24...

Abstract The objective of this study was twofold. First was to establish the leadership style adopted by head teachers in public primary schools in Bomet County. Second was to investigate the influence of head teachers’ leadership style on teachers’ commitment. 100 teachers from twenty schools in three sub-counties participated in the survey. Descriptive and Inferential statistics were used to analyze the data. Teachers perceived their head teachers to practice transformational leadership more than transactional leadership approaches. The overall commitment of teachers was moderate. Affective and normative commitment was moderate implying that teachers fairly identified and feel obliged to continue serving with the school or teaching profession. The low mean scores of Affective Commitment imply that teachers have low appreciation and emotional attachment to the schools or teaching profession. The study further revealed positive correlations between a transformational leadership and ...

This paper discusses some of the best practices in instructional supervision with a sharp focus on the knowledge and skills that a 21st century instructional leader is in dire need of. This is done side by side with a qualitative study of instructional supervision in Adventist secondary schools in Ranen Conference, West Kenya Union Conference. This paper investigates further the perceptions of the administrators and teachers towards the clinical supervision, the challenges in the implementation of clinical supervision and the knowledge the administrators have on clinical supervision. An interview schedule was formulated and used to gather information from the five principals of the secondary schools in the conference. Evidence of the findings indicated that at least supervision is being conducted in these institutions even though the frequency, intention and the approach varies greatly from one institution to another. Moreover, the administrators interviewed expressed their strong b...

Examines what shapes current practices in secondary-level social-studies classrooms in New York City, especially in those institutions characterized as &quot;restructured.&quot; An important influence on social-studies curriculum and teaching has to do with the differences between traditional and restructured secondary schools. Study seeks answers to several questions that raise important issues for curriculum policy and teacher education. (Contains 43 references.) (Author/PKP)

KCSE Performance in Public secondary schools in Makueni County, Kenya has consistently declined between 2014 and 2018. Although no empirical studies have explained the cause of the decline, Principals' instructional supervision practices may have contributed to the trend necessitating the need for an investigation. This study investigated Influence of Principals' Instructional Supervision Practices on Kenya Certificate of Secondary Education (KCSE) Performance in Public Secondary Schools in Makueni County, Kenya. The objective of the study was to establish the influence of principals' instructional supervision practices on KCSE performance in public secondary schools in Makueni County, Kenya. The hypothesis for the study was that there is no statistically significant relationship between principals' instructional supervision practices and students' performance in KCSE in public secondary schools in Makueni County, Kenya. The study employed mixed methods research design. The rationale for using the method is that it combines both qualitative and quantitative data within a single study hence complementing each other by integrating their strengths. The target population was all principals and teachers of public secondary schools in Makueni County. The study employed stratified sampling technique for schools, equal allocation sampling technique for both principals and teachers for quantitative phase while maximal variation sampling was used for qualitative phase. Means, percentage and frequencies were used to determine the distribution of variables under study among the respondents and represented in tables and figures. Pearson correlation coefficient was used to test the relationship between principals' instructional supervision practices and KCSE performance in public secondary schools in Makueni County. The results for quantitative phase indicated that the coefficient of correlation (r) for the objective was 0.6 at significance level of 0.04. Principals interviewed attested that they embraced instructional supervision practices. The study concluded that principals of public secondary schools in Makueni County, Kenya applied effective instructional supervision practices that positively influenced KCSE performance and that principals' instructional supervision practices influence students' KCSE performance in public secondary schools in Makueni County .The study recommends that principals be trained on specific instructional supervision strategies to enhance their effectiveness in instructional leadership.

Teacher empowerment has been the subject of considerable educational research in recent years, but the capacity of teachers in curriculum development especially in selection and organization of learning experiences has received limited empirical attention. The purpose of this study was to establish teachers’ perspective towards their involvement in selection and organization of learning experiences and implementation of secondary school curriculum in Kenya. The study employed descriptive survey research design and was conducted in Meru and Nairobi Counties. The target population was 3146 teachers comprising of 1781 males and 1365 females. Stratified random sampling was used to draw the participating schools and teachers. A sample of 342 teachers participated in the study. Questionnaires for teachers and an interview guide for principals were employed in data collection. The collected data was analyzed by use of both descriptive and inferential statistics. The study findings establis...

Every organisation either corporate or otherwise including the school exists essentially to achieve certain stated objectives. There is no way the goals and objectives of an organisation can be achieved without putting in place certain mechanisms towards ensuring its success. In the school system, one of the mechanisms to be put in place towards achieving the goals of the school is supervision. This paper therefore examined the meaning of supervision, instructional supervision and the role of supervisor. The paper also, examined major challenges of instructional supervision in secondary schools and the way forward. Recommendations were made on how to ensure effective supervision of instruction in secondary schools.

The purpose of this study was to examine the challenges faced by School Improvement Support Officers, Headmasters and teachers during the instructional supervision of Social Studies lessons in the public basic junior high schools in the Aowin Municipality of the Western North Region of Ghana. The study adopted sequential explanatory research design. The population of the study included School Improvement Support Officers (SISOs), Headteachers and teachers of selected from Junior High Schools in Aowin Municipality of the Western North Region of Ghana. Purposive sampling technique was used to select ten (10) SISOs and sixty (60) Headteachers in the Aowin Municipality. Stratified, simple random and quota sampling technique was used to select one hundred and twenty (120) teachers for the study. The two main instruments used for data collection were questionnaire and interview guide. The quantitative data entry and analysis was done by using the SPSS version 22 software package. The data was edited, coded and analysed into frequencies, percentages with interpretations. The qualitative data was analysed by the use of the interpretative method. The study revealed that headteachers and School Improvement Support Officers (SISOs) faced challenges such as ; Poor road networks which affected planned supervision; Inability of district directorate to promptly, firmly and fairly acts upon reports from instructional supervision activities from supervisors; Lack of logistics for regular supervision; Insufficient up-todate knowledge and skills for organizing instructional supervision; and Financial constraints. To overcome the challenges and poor supervisory techniques by headteachers and SISOs, it is recommended that these personnel should be oriented on modern trends in instructional supervision, provided with adequate and sufficient materials for instructional supervision, sufficient funds provided for organizing instructional supervision, the municipal directorate should fairly and firmly implement reports on instructional supervision activities and there should be good motivation package for supervisors to enable them to effectively perform their duties.

The quality of education depicted in any school is largely influenced by the quality of leadership exhibited by the school administrator in that institution. Effective teamwork and networking among stakeholders in a school is a source of motivation that drives all people involved to work towards the achievement of the goals of that institution. It is the obligation of the institution leader to influence those workers under him or her to strive to achieve the institutional goals through the application of appropriate leadership skills. In this article, the authors discuss the findings from the study carried out on the relationship between headteachers' leadership styles on KCPE performance in public primary schools in central region of Kenya. The study is based on normative decision theory by Vroom and Yetton (1973). The study adopted mixed methods and applied sequential exploratory design which involved quantitative and qualitative procedures in data collection and analysis. The study adopted purposive and stratified simple random sampling and data was collected using questionnaires, interview schedules and document analysis for the secondary data. The instruments' validity was established through the guidance of the experts in the department of management, administration and leadership of Mount Kenya University. The researchers established instrument reliability by using split half technique which involved calculating the Pearson's correlation coefficient (r) between the two halves of the tests. Quantitative data was analyzed using SPSS version 21 and qualitative data was analyzed thematically according to the objectives. The findings of the study indicated that pupils' performance in Kenya Certificate of Primary Education corresponded to leadership styles to a very great extent. The study also found out that there was laxity by the headteachers in delegating power and duties to their teaching staff and lack of participation of all stakeholders in the welfare of the school thus affecting the pupils' performance. The findings of this study drew conclusion that would assist education policy makers and implementers to formulate strategies that could be used to improve leadership styles that would promote better examination performance at primary school level.

Addressed to teachers, administrators, and reset. ::hers, this study discusses the philosophy behind collaborative school-based curriculum development and the results of an attempt to implement this type of curriculum development. This multidisciplinary approach offers a way to combine the advantages of both centralized and localized decision making by bringing together the teacher's classroom expertise and the researcher's knowledge of theory and research methods. In this approach, the curriculum is planned and developed by, in, and for local schools, but the centralized agency provides resources, coordination between schools, supervision, leadership, and expertise. At different stages in the process the agency and the school have different levels of involvement, but shared responsibility exists at all times. The case study focuses on the attempt to develop a curriculum for Orthodox Jewish day schools that would encourage compassion among students. While difficulties developed, particularly in establishing trust and constructive working relationships among participants from differing backgrounds, positive results outweighed the difficulties encountered. This approach is recommended for future projects, even though the case study is not yet complete. (IS)

This study examined how teachers' curriculum knowledge grows through the process of curriculum analysis and identifies particular areas of growth derived from the experience. The research was conducted with eight individual teachers in Israel. Curriculum analysis is the critical and systematic examination of curriculum materials in order to identify their positive and negative characteristics, potential for teaching end learning, and hidden values Ind assumptions. Materials-in-use are analyzed to determine strengths or weaknesses to allow for modified implementation. The analysis is guided by an instrument or a scheme which includes questions or criteria to be considered throughout the examination. This instrument is called "SALTAL" and includes 33 prescriptive criteria which explicate the desirable characteristics of good curriculum materials and therefore are normative and judgmental. A description is given of the teachers who participated in the study, the SALTAL instrument, and the way the study was conducted. While substantial growth in curriculum knowledge in the eight teachers was observed, they had difficulty when analyzing familiar materials in detaching themselves from their implementation mode and regarding them objectively. The strengths and weaknesses of the SALTAL instrument are analyzed and recommendations are made for further research. (JD) mmmmxmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmm Reproductions supplied by EDRS are the best that can be made from the original document. MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMkMMMMMMMM Growth in Teachers' Curriculum 'Mao/ledge = the Process of Curriculum Analysis

The purpose of this study was to examine the challenges faced by School Improvement Support Officers, Headmasters and teachers during the instructional supervision of Social Studies lessons in the public basic junior high schools in the Aowin Municipality of the Western North Region of Ghana. The study adopted sequential explanatory research design. The population of the study included School Improvement Support Officers (SISOs), Headteachers and teachers of selected from Junior High Schools in Aowin Municipality of the Western North Region of Ghana. Purposive sampling technique was used to select ten (10) SISOs and sixty (60) Headteachers in the Aowin Municipality. Stratified, simple random and quota sampling technique was used to select one hundred and twenty (120) teachers for the study. The two main instruments used for data collection were questionnaire and interview guide. The quantitative data entry and analysis was done by using the SPSS version 22 software package. The data was edited, coded and analysed into frequencies, percentages with interpretations. The qualitative data was analysed by the use of the interpretative method. The study revealed that headteachers and School Improvement Support Officers (SISOs) faced challenges such as ; Poor road networks which affected planned supervision; Inability of district directorate to promptly, firmly and fairly acts upon reports from instructional supervision activities from supervisors; Lack of logistics for regular supervision; Insufficient up-todate knowledge and skills for organizing instructional supervision; and Financial constraints. To overcome the challenges and poor supervisory techniques by headteachers and SISOs, it is recommended that these personnel should be oriented on modern trends in instructional supervision, provided with adequate and sufficient materials for instructional supervision, sufficient funds provided for organizing instructional supervision, the municipal directorate should fairly and firmly implement reports on instructional supervision activities and there should be good motivation package for supervisors to enable them to effectively perform their duties.

KCSE Performance in Public secondary schools in Makueni County, Kenya has consistently declined between 2014 and 2018. Although no empirical studies have explained the cause of the decline, Principals' instructional supervision practices may have contributed to the trend necessitating the need for an investigation. This study investigated Influence of Principals' Instructional Supervision Practices on Kenya Certificate of Secondary Education (KCSE) Performance in Public Secondary Schools in Makueni County, Kenya. The objective of the study was to establish the influence of principals' instructional supervision practices on KCSE performance in public secondary schools in Makueni County, Kenya. The hypothesis for the study was that there is no statistically significant relationship between principals' instructional supervision practices and students' performance in KCSE in public secondary schools in Makueni County, Kenya. The study employed mixed methods research design. The rationale for using the method is that it combines both qualitative and quantitative data within a single study hence complementing each other by integrating their strengths. The target population was all principals and teachers of public secondary schools in Makueni County. The study employed stratified sampling technique for schools, equal allocation sampling technique for both principals and teachers for quantitative phase while maximal variation sampling was used for qualitative phase. Means, percentage and frequencies were used to determine the distribution of variables under study among the respondents and represented in tables and figures. Pearson correlation coefficient was used to test the relationship between principals' instructional supervision practices and KCSE performance in public secondary schools in Makueni County. The results for quantitative phase indicated that the coefficient of correlation (r) for the objective was 0.6 at significance level of 0.04. Principals interviewed attested that they embraced instructional supervision practices. The study concluded that principals of public secondary schools in Makueni County, Kenya applied effective instructional supervision practices that positively influenced KCSE performance and that principals' instructional supervision practices influence students' KCSE performance in public secondary schools in Makueni County .The study recommends that principals be trained on specific instructional supervision strategies to enhance their effectiveness in instructional leadership.