期刊名称：International Journal of Pedagogy and Teacher Education
印刷版ISSN：2597-7792
电子版ISSN：2549-8525
出版年度：2020
卷号：4
期号：2
DOI：10.20961/ijpte.v4i2.43413
语种：English
出版社：Universitas Sebelas Maret
摘要：While supervision serves as a vital administrative tool employed by head teachers in ensuring teachers’ effectiveness and competence in teaching and learning in schools. Over time pupils, academic performance in examination has consistently been low in public primary schools and has created concern among education stakeholders in Kenya and the world over. The objective was to; assess the relationship between head teachers’ supervision of professional documents and academic performance in primary schools embu and murang’a counties. The descriptive survey research design was used. The Target Population was 14786 respondents. Simple random sampling was used to select 256 respondents. Data was collected by use of questionnaires, interview schedule and observation checklist. To ascertain reliability, the instrument was piloted, and Cronbach’s alpha coefficient was worked out and gave 0.93. Data was analyzed using descriptive statistics involving frequencies, percentages, means and standard deviations and inferential statistics, precisely, correlation. Results showed that developing professional documents was common in primary schools. The best supervised documents by head teachers were the schemes of work. The null hypotheses tested was not rejected based on correlation of r=-.044<0.05 and P=0.732>0.05 between head teachers supervision of professional documents and academic performance. The study recommended that head teachers should guide the teachers on the importance of consistency of professional documents. Head teachers’ supervision of teachers’ preparation of professional documents did not impact positively on pupils’ academic performance at KCPE in Embu and Murang’a counties. The findings of the study will serve as a reference for similar studies in education administration and management.
