Pre-Service Bachelor of  Education (Technology) Degree Teachers’ Perceptions on Instructional Supervision in Relation to Preparation and Planning For Teaching and Learning In Kenya

Dismus M. Bulinda; Hellen N. Inyega; Justus O. Inyega

Dismus M. Bulinda University of Nairobi
Hellen N. Inyega University of Nairobi
Justus O. Inyega University of Nairobi

Keywords: Instructional Supervision, Teaching and Learning, Bachelor of Education

Abstract

The study used Ex post facto research design to find out pre-service Bachelor of Education (Technology) 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 (Technology) 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 (Technology) 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 technology teacher education in universities and in curriculum implementation.