Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE)
Kinyua, Bessy Kageni
Unknown Affiliation
Education

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
Teachers’ perceptions towards principals’ instructional supervisory role in selected secondary schools Kinyua, Bessy Kageni; Obura, Elizabeth Atieno; Masinde, Johnson Mulongo
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 5: October 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i5.34063

Abstract

Effective instructional supervision plays a crucial role in enhancing teaching quality and student learning. However, teachers’ perceptions towards supervision vary, some view it as supportive while others see it as fault-finding. This study examines teachers’ perceptions towards principals’ instructional supervisory practices to identify areas of improvement. The Administrative theory of supervision and a concurrent triangulation mixed approach guided the study. Purposive and simple random sampling were utilized to sample 127 teachers and 10 principals. A survey and an interview guide were employed to gather data which was analyzed using descriptive and inferential statistics. An independent sample t-test and one-way analysis of variance (ANOVA) were utilized to test the mean differences in teachers’ perceptions. Findings indicate that while most teachers recognize supervision as beneficial for professional development, a significant number perceive supervision as authoritarian. The results unveiled that teachers’ gender, age and education qualification did not significantly influence their perceptions [t(98)=1.468, p>0.05, F(4, 95)=0.556, and F(4, 95)=0.174, p>0.05]. The study concludes that fostering a positive supervisory environment can enhance teachers’ confidence, improve instructional strategies, and ultimately lead to better student outcomes.
Co-Authors Masinde, Johnson Mulongo Obura, Elizabeth Atieno