Department of Planning and Curriculum
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Item A study of the role of the head teacher in instructional supervision in Kabarnet and Salawa divisions of Baringo district(2012-01-26) Dr. Kimosop, Maurice KibetThe primary purpose of this study was to find out how headteachers carried out their roles as instructional supervisors in selected schools in Kabarnet and Salawa divisions of Baringo district. The sample was composed of 6 schools, three from each division. The data collecting instruments were administered to headteachers to find out how often and how effectively they supervised instruction in their institutions. Information was sought from heads of departments on how they supervised the teaching of subjects in their respective departments. Questionnaires were also administered to teachers to find out how they carried out instruction in order to verify how effectively they were supervised. Although the overall responsibility of instructional supervision rests on the head teacher, he must delegate some of the supervisory duties to heads of departments and the way teachers perform instructional duties indicates how effectively supervision has taken place. It was therefore important to seek information from these three parties. This study focused at finding out if the headteachers had the expertise to supervise instruction, the frequency in which they carried out supervisory tasks, the kind of supervisory techniques they used and the nature of staff development in their schools. It also sought to find out how headteachers fostered the selection, development, use and evaluation of instructional materials. In a nutshell, the study sought to verify the effectiveness of instructional supervision in schools in light of findings of various researches done in the field of instructional supervision and whether supervisory practices were in line with the statutory requirements put in place by the Ministry of Education. The research instruments used included questionnaires, interview schedule and observation guide. The data collected was analysed using descriptive statistics. Percentages were used to determine how often instructional supervision was done and the adequacy of suitable instructional resources in the schools. The research findings showed that half of headteachers were aged between 31 - 35 years, while none was above 45 years. There were also more male teachers than female teachers. Among the headteachers a majority were BEd graduates and only one had a Masters degree; more than half of the headteachers had a teaching experience of over 10 years but a majority of them had a short experience of less than 5 years as headteachers. The Kenya Educational Staff Institute and Kenya Secondary Schools Heads Association were the only bodies that seemed to organise some form of in-service courses for headteachers. The frequency of performance of instructional supervisory practices by headteachers were found to be low especially in the areas of classroom observations, checking students' notes and teaching lessons. Activities that were found to be frequently performed by heads of departments included signing schemes of work, co-ordinating teaching, inducting new teachers and motivating students to learn. The least performed duties included checking students' notes, inspection of teaching, stimulating teachers to teach and punishing inefficient teachers. Data on learning resources indicated that although schools had resources, most of them were inadequate and of poor quality. Resources that were adversely inadequate included teachers, textbooks, workshops, teaching aids and libraries. It was recommended that headteachers and heads of departments should undergo in-service training in the techniques of carrying out supervisory practices. It was further recommended that headteachers should be more involved in observation of teachers' classroom performance than they are. It was recommended also that the local community and parents should participate more in the provision of quality learning resources. It was suggested that further more elaborate research be conducted to find out the nature of courses headteachers should undergo in order to enhance their supervisory performance; the role to be played by the bodies affiliated to the Ministry of Education in the in-servicing of headteachers and the role of the local community and the parents in the provision of the learning resources.Item Towards an ICT Integrated Management of School Curriculum: A Review of the Status in Secondary Schools in Uasin-Gishu and Nandi Counties, Kenya(Journal of Educational Policy and Entrepreneurial Research (JEPER), 2016) Dr. Kimosop, Maurice Kibet; Dr. Mulwa, David MusyokiThis paper delvesinto the status of integration of ICTs in the management of the teachinglearning process in secondary schools in two counties of UasinGishu and Nandi in Kenya. The main objective of the study was to examine the nature of ICTs in the schools, the capacity of users, and the level of integration of ICTs. The study employed the descriptive survey design. A total of 342 educators comprising of 57 head teachers and 285 teachers from 63 secondary schools at various stages of ICT integration were selected. Purposive sampling was used to select the head teachers and schools with functional ICTs while the teachers were selected using stratified random sampling. Data was collected through a questionnaire and an interview schedule. Data was analyzed descriptively by use of SPSS programme version 17 for frequencies, means and percentages. The results indicated that there was an acute shortage of computers but the few available were easily accessible to users. There was a high level of utilization of ICTs for the purpose of management of exams whereas integration into curriculum delivery and decision making was low. Most respondents were only trained on basic introductory computer programmes but few had been trained on application programmes for teaching and management. The study recommended that acquisition of computers be enhanced and the training of ICT to focus more on specialized application skills rather than basic operational skills. Head teachers should source for ICTs that enhance the performance of curriculum management practices. It is hoped that the study will benefit education policy makers and head teachers in adopting effective ICT integration strategies in secondary schoolsItem THE RELATIONSHIP BETWEEN HEADTEACHERS’ LEVEL OF INTEGRATION OF COMPUTERS IN THE MANAGEMENT OF CURRICULUM IN SECONDARY SCHOOLS AND THEIR PERSONAL CHARACTERISTICS(International Journal of Education and Research, 2015-01) Dr. Mulwa, David Musyoki; Dr. Kimosop, Maurice KibetThe purpose of this study was to establish the relationship between headteachers’ level of integration of computers in the management of curriculum in secondary schools and their personal characteristics in Nandi and Uasin Gishu counties of Kenya. The study employed the descriptive survey research design. A total of 63 headteachers’ from 63 schools with functional ICTs were purposively selected. The data was collected by use of a questionnaire. Data was analysed by the use of Pearson Correlation and Multiple Regression Analysis. A significant relationship was found between the age of the headteacher, administrative experience and ICT training, and the level of integration of computers. Gender and academic qualification were found not to be significantly related to level of ICT intergration. It is hoped that the study will benefit education policy makers and headteachers in adopting effective ICT integration strategies in secondary schools