Journal of Pedagogical Sociology and Psychology
Principals’ supervision of teaching and its influence on promoting learners’ performance
Wambua A. Mutheu 1 * , Francis C. Indoshi, Tonny O. Okwach, Deborah N. Amukow
More Detail
1 Department of Kiswahili and other African Languages; Maseno University, Maseno Kenya
* Corresponding Author
Open Access Full Text (PDF)
ARTICLE INFO

Journal of Pedagogical Sociology and Psychology, 2019 - Volume 1 Issue 2, pp. 64-79

Article Type: Research Article

Published Online: 17 Dec 2019

Views: 29 | Downloads: 28

ABSTRACT
Existing studies indicate that teaching and learning resources positively influence performance. However, challenges of resources may diminish effectiveness in teaching and learning leading to poor performance. The study focused on challenges of resources and the strategies for coping with the challenges in teaching of Kiswahili in public secondary schools in Hamisi Sub-county, Vihiga County, Kenya. Study population was 4,106 form four students, 139 Kiswahili teachers, 47 principals and 1 Quality Assurance and Standards Officer. Krejcie and Morgan’s (1970) formula was used to select a sample of 351 form four students and purposive sampling was used to select 42 form four teachers of Kiswahili. Saturated sampling technique was used to select 42 principals and 1 QASO. In this study, questionnaires, interview schedule and observation checklist were used in data collection. Quantitative data was analysed by descriptive statistics involving frequencies, means and percentages and presented on tables. Qualitative data was categorized into themes and reported in verbatim excerpts. The findings revealed challenges of inadequacy of various resources at a mean rating of 2.79. There were strategies for coping with these challenges. The main strategy was government funding highly applied at 3.00. Other strategies lowly applied were; improvisation at 2.20, provision by parents at 2.02 and donations at 1.58. Other strategies that emerged from the study were; live shows of set books by theatre groups, borrowing of resources, use of past examination papers, encouraging sharing of books, acquisition of personal books and use of the internet. Conclusions from the study were; schools have challenges of inadequate resources. Schools have various strategies for coping with the challenges applied at different extents. The study recommends that schools avail adequate resources in teaching and learning Kiswahili. Schools can adopt and strengthen the strategies to cope with the challenges of resources. The study findings may benefit teachers, scholars, curriculum developers, policy makers and other interested parties in understanding the challenges of resources, adopting and strengthening the strategies as well as seeking solutions to the challenges in order to improve the teaching and learning process.
KEYWORDS
In-text citation: (Mutheu et al., 2019)
Reference: Mutheu, W. A., Indoshi, F. C., Okwach, T. O., & Amukow, D. N. (2019). Principals’ supervision of teaching and its influence on promoting learners’ performance. Journal of Pedagogical Sociology and Psychology, 1(2), 64-79.
In-text citation: (1), (2), (3), etc.
Reference: Mutheu WA, Indoshi FC, Okwach TO, Amukow DN. Principals’ supervision of teaching and its influence on promoting learners’ performance. Journal of Pedagogical Sociology and Psychology. 2019;1(2), 64-79.
In-text citation: (1), (2), (3), etc.
Reference: Mutheu WA, Indoshi FC, Okwach TO, Amukow DN. Principals’ supervision of teaching and its influence on promoting learners’ performance. Journal of Pedagogical Sociology and Psychology. 2019;1(2):64-79.
In-text citation: (Mutheu et al., 2019)
Reference: Mutheu, Wambua A., Francis C. Indoshi, Tonny O. Okwach, and Deborah N. Amukow. "Principals’ supervision of teaching and its influence on promoting learners’ performance". Journal of Pedagogical Sociology and Psychology 2019 1 no. 2 (2019): 64-79.
In-text citation: (Mutheu et al., 2019)
Reference: Mutheu, W. A., Indoshi, F. C., Okwach, T. O., and Amukow, D. N. (2019). Principals’ supervision of teaching and its influence on promoting learners’ performance. Journal of Pedagogical Sociology and Psychology, 1(2), pp. 64-79.
In-text citation: (Mutheu et al., 2019)
Reference: Mutheu, Wambua A. et al. "Principals’ supervision of teaching and its influence on promoting learners’ performance". Journal of Pedagogical Sociology and Psychology, vol. 1, no. 2, 2019, pp. 64-79.
REFERENCES
  • Ambuko, B.S. (2008). Selection and use of media in teaching Kiswahili in secondary schools in Emuhaya District Kenya (Unpublished M.ED Thesis). Maseno University, Maneso.
  • Arends, I.R. (2007). Learning to teach (7th ed). USA: McGraw-Hill Company.
  • Babbie, E. et al (1998). The practice of social research. Cape Town: Oxford University Press.
  • Benyawa, L. (2012). Biting poverty locks sponsored girls out of school. Nairobi: The Standard Ltd.
  • Chimerah, R. (1998). Kiswahili past, present and future horizons. Nairobi: Nairobi University Press.
  • Dawo, I. J. (2009). Girl child participation in secondary education: Opportunities and challenges for day school head teachers in Kisumu Municipality, Kenya. (Unpublished master thesis). Maseno University, Maseno.
  • Effiong, A., Ekpo, O., & Igiri C. (2015). Impact of instructional materials in teaching and learning of biology in senior secondary schools in Yakurr LG. International Letters of Social and Humanistic Sciences 62, 27-33.
  • Evue,O.A (2013). Challenges facing teaching of English language in secondary schools in Aniocha South Local Government Area of Delta State of Nigeria. African Educational Indices, 5(1), 1-11.
  • Farrant, J.S. (2006). Principles and practice of education. UK: Longman Group Limited.
  • Frederiksea, M. (2012). Challenge of education in Kenya. Retrieved from www.cescan.ca/...education...Kenya/challenge on 30 April 2014.
  • Gaichu, G. M. (2015). Factors influencing the performance in Kiswahili at the Kenya Certificate of Secondary Education examination level in Moyale sub-county (Unpublished Master Thesis). University of Nairobi.
  • Gall, D.M, Borg, W.R. & Gall J. P. (1996) Educational research. An introduction (6th ed). USA: Pearson Educatin Inc.
  • Kang’ahi, M., Indoshi, F. C., Okwach, T. O., & Osodo, J. (2012). Teaching styles and learners’ achievement in Kiswahili language in secondary schools. International Journal of Academic Research in Progressive Education and Development, 1(3), 62-87.
  • Kanyi, W. R (2015). A study of teachers’ strategies for coping with challenges in teaching integrated English in public secondary schools in Mombasa County, Kenya. Retrieved from https://www.researchgate.net>publication on 3 November 2018.
  • Karimi, M. D. (2014). Factors influencing implementation of Kiswahili curriculum in public primary schools in Igoji Division Meru County. Retieved from erepository.uonbi.ac.ke>handle on 3 November 2018.
  • Kenya Institute of Education, (2002). Secondary school syllabus Vol 1. Nairobi: KIE.
  • Kenya Institute of Education, (2010). Summative evaluation of revised secondary school curriculum. Retrieved from www.kie.ac.ke on18 January 2013.
  • Kenya National Examination Council, (2008). KCSE examination report. Nairobi: KNEC.
  • Kenya National Examination Council, (2010). KCSE examination report. Nairobi: KNEC.
  • Kimemia, J.N. (2001). Kiswahili: The dilemma of developing the national language. Njoro: Egerton University Press.
  • Kobia, M.J. (2009). Challenges facing the implementation of 2002 secondary Kiswahili Curriculum in Kenya. Iranian Journal of Language Studies, 3(3)1-11.
  • Kombo, K.D. & Tromp, D. (2006). Proposal and thesis writing: An introduction. Nairobi: Paulines Publications Africa.
  • Krejcie, R.V. & Morgan, D.W. (1970). Determining sample size for research activities. Educational and psychological measurement. Retrieved from www.kenpro.org/tag/krejcie-and morgan-table-for-determining-sample-size accessed on 28 November 2013.
  • Maina, E.N. (2003). An investigation into the causes of poor performance in Kiswahili KCSE at erepository.uonbi.ac.ke/handle/11295/18211 accessed on 1/9/2016.
  • Malilo, H. N (2014), Challenges in teaching and learning the expanded Kiswahili syllabus in secondary schools: A case study of selected secondary schools in Trans-Nzoia county, Kenya at ir.mu.ac.ke> xmlui>handle accessed on 3/10/2018.
  • Mayer, R.E. (2009). Multimedia learning (2nd ed). Cambridge: Cambridge University Press.
  • Mbito, J.K.(2013), Challenges facing teachers and students in the process of teaching and learning Kiswahili in public schools in Kiambu District at ir-library.ku.ac.ke/handle/12356789/7276 accessed on 1/9/2016.
  • Momanyi, C. (2009). The effects of ‘Sheng’ in the Teaching of Kiswahili in Kenyan Schools. The Journal of Pan African Studies vol 2(8), 127-138.
  • Mose, R. M (2007), Factors affecting implementation of Kiswahili curriculum reforms in public secondary schools in Ngong Division of Kajiado district, Kenya at erepository.uonbi.ac.ke> handle accessed on17/8/2018.
  • Mugenda, M. & Mugenda, G. (2003). Research methods qualitative and quantitative approaches. Nairobi: Acts Press.
  • Murphy, R. & Machin, S. (2011). Improving the impact of teachers on pupil achievement in the Uk-Interim findings. UK: The Sutton Trust.
  • Ngirachu, J. (2013 March 2013). Mutula calls for probe in subjects’ dip. Nation P9, Nairobi: Nation Media Group Limited.
  • Nkechi, M.C. (2008). Social and educational impact of language assessment in Nigeria. Nordic Journal of African Studies, 17(3)198-210.
  • Ogero, J. O. (2012). Institution based factors influencing students’ performance in Kiswahili at KCSE in public schools in Sameta division Kisii County Kenya. Unpublished thesis, Kenyatta University.
  • Opimbi, S.I. (2011). Factors influencing implementation of Kiswahili curriculum in public schools in Siaya District. Maseno Univesity: Unpublished M.Ed Thesis.
  • Ozsevik, Z. (2010). The use of communicative language teaching Turkish EFL Teachers’ perceived difficulties in implementing EFL in Turkey. Retrieved from www.ideals.illinois.edu on 18 June 2013.
  • Plakans, L. (2011). Foreign language teaching methods: Assessment. Retrieved from http://coer//utexas.edu/methods/modules/assessment/03/level.php on 12 April 2012.
  • Reyneke, M. Lukas, M. & Noel, C. (2010). School based assessment: the leash needed to keep the poetic ‘unruly pack of hounds’ effectively in the hunt for learning outcomes. South African Journal of Education vol.30 (2) at www.scielo.org.za/scielo.php?pid accessed on 15/3/2013.
  • Sa’ad, U. T. & Usman R. (2014). Causes of poor performance in English language among senior secondary school students in Dutse Metropolis of Jigawa State Nigeria IOSR Journal of Research and Methods in Education vol 4(5) at www.iosrjournals.org> papers >version-6 accessed on 17/8/2018.
  • Stevens, M. & Graddy K. (2005) The impact of school resources on student performance: A study of private schools in the U.K at digitalcommons.ir.cornell.edu/irlreview accessed on 18/6/13
  • Teevno, R. A. (2011). Challenges in teaching and learning of English at secondary level class X. International Journal of Human Resource Studies, 1(2), 27.
  • Tomlinson, B. (ed) (1998). Materials development in language teaching. United Kingdom: Cambridge University Press.
  • Wanzala, O (2016). No sharing of books in class-Matiangi-Daily Nation. Retrieved from www.nation.co.ke>news on 15Novemver 2016.
  • Yuanina, A. (2010). Relevance in the use of Chemchemi za Kiswahili in developing language skills among secondary school students in Kisumu District Kenya (Unpublished Master Thesis). Maseno University, Maseno.
LICENSE
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.