Head Teachers’ Workload and Instructional Supervision in Integrated Islamic Primary Schools in Kenya

Abstract

This study examined how workload affected head teachers’ instructional supervision in integrated Islamic primary schools in Garissa and Nairobi, Kenya. This study adapted the descriptive survey design. Stratified random sampling technique was used to randomly select 234 teachers and 86 head teachers from 86 integrated Islamic primary schools in two counties. A structured questionnaire and interview guide were used to collect data from sampled respondents. The questionnaire was administered among all respondents while interview guide was administered among the head teachers. Analysis used descriptive and inferential statistics, that is, frequencies, percentages, cross-tabulation and correlation to summarize the data. The results showed that workload for the headteachers was high, and has a significant effect on head teachers’ instructional supervision (r=.475). Based on study findings, this study recommended that managers and stakeholders in integrated Islamic primary schools in Garissa and Nairobi counties reduce head teachers’ workload to improve instructional supervision.