Relationship between Instructional Supervision and Teacher’s Performance among Public Secondary Schools in Nandi North Sub-County, Kenya

Abstract

This study was tailored to investigate the implementation of instructional supervision and its relationship with teachers’ performance in public secondary schools in Nandi North Sub County. Descriptive-correlational research design was adopted and the Instructional Supervision and teachers’ Performance Questionnaire was used to obtain relevant data from 187 teachers in 15 selected Public Secondary schools using the simple random sampling techniques. Descriptive statistics and Spearman’s rank-order correlation coefficient at 0.05 level of significance were used to determine the data generated and answer the research questions. The study reveals that the extent of implementation of instructional supervision in lesson preparation, preparation of assessment materials, lesson implementation and innovation and creativity was good. There is no significant relationship between instructional supervision in lesson preparation (rho=.679), preparation of assessment materials (rho=.072), innovation and creativity in teaching (rho=.627) and teachers’ performance based on TPAD scores. There is a significant inverse and weak relationship between teachers’ performance based on TPAD scores and instructional supervision in lesson implementation (rho = -0.152, p = .038 < .05). It is therefore recommended that the Principals should continue executing the instructional supervision in order to ensure that teachers maintain their good performance.