Principals' Strategic Approaches to Instructional Supervision and Teacher Professional Development in Public Secondary Schools in Nairobi and Kajiado Counties, Kenya
Abstract
: Instructional supervision is a crucial responsibility of school principals as it supports teachers’ professional growth and improvement of instructional practice. This study examined strategic approaches to instructional supervision and teacher professional development among public secondary schools in Nairobi and Kajiado Counties, Kenya. The study focused on direct assistance, group development, curriculum development, along with action research. Guided by Developmental Supervision Theory, a descriptive survey design using quantitative, as well as qualitative approaches was adopted. Data were collected from 34 principals, 134 Heads of Departments (HoDs) and 245 teachers using questionnaires and interviews. Respondents ranked instructional-supervision tasks using a three-point scale. Findings showed that immediate feedback was ranked most important by 67.6% of principals, compared with 25.4% of HoDs and 21.6% of teachers. Gathering teachers for decision making regarding instructional concerns was ranked most important by 61.8% of principals, 33.6% of HoDs and 33.5% of teachers. Advising teachers on new curriculum developments was ranked most important by 91.2% of principals, 61.9% of HoDs and 59.6% of teachers. Teacher self-evaluation was ranked most important by 91.2% of principals, 58.2% of HoDs and 54.7% of teachers. The study concludes that principals should strengthen practical classroom support, collaborative learning, curriculum implementation and systematic teacher inquiry to enhance professional development.