PRE-SERVICE BACHELOR OF EDUCATION (BUSINESS STUDIES) DEGREE TEACHERS’ PERCEPTIONS ON INSTRUCTIONAL SUPERVISION IN RELATION TO PREPARATION AND PLANNING FOR TEACHING AND LEARNING AT THE UNIVERSITY OF NAIROBI, KENYA

Abstract

The study used Ex post facto research design to find out pre-service Bachelor of Education
(Business Studies) degree teachers’ perceptions about instructional supervision in relation
preparation and planning for teaching and learning, and student’s classroom involvement in
National, County and Sub County schools in Kenya. Data collected using a self-response
questionnaire and analyzed using descriptive statistics and analysis of variance. The
established that there was no statistical significant difference between pre-service bachelor
of education (Business Studies) degree teachers’ perceptions on instructional supervision in
relation to preparation and planning for teaching and learning in National, County and Sub
County secondary schools in Kenya. In addition, it was found that there was no statistical
significant difference between pre-service Bachelor of Education (Business Studies) degree
teachers’ perceptions on instructional supervision in relation to classroom interactions in
National, County and Sub County secondary schools in Kenya. The findings have
implications on pre-service science-based teacher education in universities and on
curriculum implementation.
Key words: Business studies; Business education