Influence of Principals’ Instructional Supervisory Practices on Teacher Motivation in Secondary Schools in Turkana West, Turkana County Kenya

James Napeikar Ekitoe, Michael M Kimotho, Rose Atoni

Abstract


The study investigated on the influence of principals’ supervisory practices on teacher motivation in secondary schools in Turkana West Sub County. Embedded design was adopted. The target population comprised of all; secondary schools, principals, board of management, teachers and field education officers. Simple random and purposive sampling techniques were used. Data was collected using focused group discussions, in-depth interviews guides and questionnaires. Quantitative data was analyzed using both descriptive and inferential statistics while qualitative data was analyzed using transcription, coding, categorizing and coming up with themes. The study results revealed that principals’ supervisory practices had positive correlation to teacher motivation. It further established that positive effect of the principals’ supervisory practices on teacher motivation were impeded by financial constraints faced by principals. The study recommended that principals should adopt clinical and collegial supervisory practices. That principals should involve teachers in collective goal setting as well as awarding outstanding teachers’ performance. The study also recommended that principals should   initiate income generating projects in schools and involve parents’ teachers’ association in raising funds to ease financial constraints that impede supervisory practices that mitigate on teacher motivation.

Keywords: principals’; instructional; supervisory; practices; teacher motivation


Full Text:

PDF

References


Akyeapong, k. (2007). Teacher Motivation in Sub-Saharan Africa and South Asia

Colquitt, J., Lepine, J. A., & Wesson, M. J. (2014). Organizational Behavior: Improving Performance and Commitment in the Workplace. New York, NY, USA: McGraw-Hill.

Ekpoh, U.I., & Eze, G.B. (2015). Principals’ supervisory techniques and teachers’ job performance in secondary schools in Ikom education zone, Cross River State, Nigeria. British journal of education, 3 31-40.

Enaigbe, P. A. (2009). Strategies for improving supervisory skills for effective primary education in Nigeria. Edo Journal of counselling, 2, 235-244.

Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin Press.

Namale, M. K. (2016). Challenges of instructional supervision of senior high schools in the Techiman Municipality in the Bring Ahafo Region of Ghana. Asian Journal of Social Sciences and Management Studies, 3, 222-228.

Njiru, l.M. (2014). Job Satisfaction and Motivation among Teachers of Kiharu District in Kenya

Osakwe, N.R. (2010). Relationship between principals’ supervisory strategies and teachers’ instructional performance in Delta North senatorial District, Nigeria. Pakistan Journal of SocialSciences,7, 437-440

Otiende, J. E. (1992). Education and Development in Kenya: A Historical Perspective: Publisher, ‎OUP East and Central Africa.

Republic of Kenya (2008). The Development of Education, National Report of Kenya. International Conference on Education, Geneva, 25-28 November 2008.

Robbins, S.P. (2009). Essentials of Organizational Behavior. 8th Edition, Pearson Education, Inc., Prentice Hall, Diamond.

Sudarjat, J. Abdullah, T. & Sunaryo, W. (2015). Supervision, Leadership, and Working Motivation to Teachers’ Performance

Sule, M. (2013). The influence of the principal’s supervisory demonstration strategy on teachers’ job performance in Nigeria secondary schools. IOSR Journal of Humanities and Social Science, 11, 39-44.


Refbacks

  • There are currently no refbacks.


Bookmark and Share


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

SEREK publication https://serek.or.ke

 

This work is licensed under a Creative Commons Attribution 4.0 International License