Influence of Staffing Levels and School Location on Head Teachers’ Instructional Supervision Practices in Integrated Islamic Primary Schools, Kenya

Abstract

The purpose of the study was to establish the influence of staffing levels on head teachers’ instructional supervision practices in Integrated Islamic Primary Schools in Nairobi and Garissa Counties, Kenya. The study adopted the descriptive survey design. The target population for this study consisted of 86 head teachers and 688 teachers of integrated Islamic primary school. Census was used to obtain 86 head teachers (42 from Garissa County and 44 from Nairobi City County). Out of the 688 teachers, stratified proportionate sampling using was used to obtain 234 teachers from integrated Islamic primary schools in Garissa and Nairobi. Structured questionnaires for head teachers and teachers as well as interview guide (for head teachers) were used for data collection. Analysis used descriptive and inferential statistics such as frequencies, percentages, cross-tabulation and correlation to summarize the data. The results showed that there understaffing has a significant effect on head teachers’ instructional supervision (r-.038). 

Further, findings indicated that urban teachers are more qualified than rural teachers (M= 4.04). The study concluded that limited (inadequate teaching staff) created work overload on the part of head teachers since they had to teach more lessons than usual thereby becoming an impediment to frequent instructional support to teachers. Based on study findings, the study recommended that managers and stakeholders in integrated Islamic primary schools in Garissa and Nairobi counties, and elsewhere applicable to employ adequate numbers of qualified teachers to improve instructional supervision of head teachers.