INFLUENCE OF STAFFING LEVELS ON HEAD TEACHERS’ INSTRUCTIONAL SUPERVISION PRACTICES IN INTEGRATED ISLAMIC PRIMARY SCHOOLS IN GARISSA AND NAIROBI COUNTIES, KENYA

Rahma A. Digale, Jeremiah M. Kalai, Winston J. Akala

Abstract


The study investigates staffing levels and school location based on head teachers’ instructional supervision practices in integrated Islamic primary schools in Kenya. The study was conducted in two counties in Kenya: Garissa and Nairobi. The study was guided by systems theory by Bertalanffy in Sergiovanni and Starrat (2004). The study adopted a descriptive survey design. The target population consisted of 86 head teachers and 602 teachers from where a sample of 234was derived using Yamane’s formula (2001) then stratified random sampling used to sample 42 head teachers and 104teachers from Garissa and 44 head teachers and 130 teachers from Nairobi. Census was used to obtain all 86 head teachers since they were less than one hundred respondents. The study used questionnaires for teachers while questionnaires and interview guides for head teachers as instruments of data collection. The collected data were analyzed using frequencies, percentages and t-test. Research findings pointed out that location of schools significantly influence (p<0.05) on head teachers’ instructional supervision in rural schools. The study recommends that there is a need for integrated Islamic primary schools’ managers and stakeholders to employ enough and qualified teachers to help head teachers to improve instructional supervision and learning to match with the current trends.

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Keywords


influence, staffing levels, school locations, instructional supervision

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References


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DOI: http://dx.doi.org/10.46827/ejsss.v5i4.895

Copyright (c) 2020 Rahma A. Digale, Jeremiah M. Kalai, Winston J. Akala

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