Institutional Challenges Affecting Principals? Instructional Supervision in Public Secondary Schools in Nairobi and Kajiado Counties, Kenya

Abstract

: Instructional supervision enables school principals to monitor teaching, provide professional support, and improve classroom practice. However, institutional conditions may constrain effective supervision. This study examined institutional challenges affecting principals' instructional supervision in public secondary schools in Nairobi and Kajiado Counties, Kenya. Guided by Developmental Supervision Theory, the study used a descriptive survey design incorporating quantitative and qualitative approaches. Data were obtained from 34 principals, 134 Heads of Departments, and 245 teachers through questionnaires and interviews. Among principals, insufficient funds for training was the most frequently reported challenge, followed by heavy workload, understaffing, overloaded curriculum, inadequate time, and overworked teachers. HoDs mainly identified overloaded curriculum and overworked teachers, while teachers emphasised lack of commitment and cooperation and poor working conditions. The findings indicate that financial, staffing, workload, curriculum, and relational constraints jointly limit regular and sustainable instructional supervision. The study concludes that effective instructional supervision requires adequate staffing, professional-development resources, manageable workloads, and supportive working conditions.