Influence of Classroom Observation and Formative Assessment on Curriculum Implementation in Public Junior Secondary Schools in Sotik Sub-County, Bomet County
Abstract
This study examined the relationship between principals’ instructional supervision techniques and curriculum implementation in public junior secondary schools in Sotik Sub-County, Kenya. Specifically, the study investigated the relationship between classroom observation and formative assessment strategies and curriculum implementation. The study was guided by the Psychological Theory of Supervision and Transformational Leadership Theory, which emphasises motivation, interpersonal relationships, and professional support in shaping effective instructional practices. A correlational research design was employed to determine the strength and direction of relationships between the variables. The target population comprised 118 principals and 1,012 teachers from public junior secondary schools in the sub-county. Using Yamane Taro’s formula, a sample of 31 principals and 264 teachers were selected through simple random sampling. Data was collected via questionnaires for teachers and interview schedules for principals. Quantitative data were analysed using SPSS version 26, employing both descriptive statistics, that is, means, frequencies, and standard deviation and inferential statistics using Pearson correlation. Qualitative data were analysed thematically. The findings revealed that formative assessment (r = 0.678, β = 0.447, p < 0.001) had strong positive and statistically significant effects on curriculum implementation. Classroom observation, on the other hand, showed a positive relationship (r = 0.429) but did not have a significant independent effect in the multiple regression model (β = 0.022, p > 0.05). The combined model explained 57.8% (R² = 0.578) of the variation in curriculum implementation. The study concludes that curriculum implementation is best enhanced through integrated instructional supervision practices, with classroom observations and formative assessment playing very critical roles. It is recommended that schools strengthen these two approaches to improve curriculum delivery. The findings will guide principals, policymakers, and education stakeholders in improving supervision strategies to enhance curriculum outcomes. In addition, the study will also contribute to future research in instructional leadership and curriculum delivery in Kenya.