Thesis:

Barriers to instructional supervision in public primary schools in Taveta sub-county, Taita-taveta county, Kenya

This study intends to evaluate challenges to effective instructional supervision in public elementary schools in Taveta Sub-County, Taita-Taveta County, Kenya. Instructional monitoring is crucial for boosting teaching quality, although many problems hamper its efficacy, especially in resource-constrained locations. The study is justified by the need to identify these hurdles to guide solutions that can improve educational achievements in the region. The research address four specific objectives: To assess the effect of limited resources on instructional supervision in public primary schools in Taveta Sub-County. To examine how teacher-to-student ratios influence the effectiveness of instructional supervision., to determine the impact of infrastructural challenges on instructional supervision practices., to investigate the extent to which teacher resistance affects instructional supervision., to evaluate how government policy moderates the relationship between institutional factors and instructional supervision. A mixed-methods approach ware employed, combining quantitative and qualitative data to create a full knowledge of the research problem. The research strategy used a descriptive survey approach, which is suited for obtaining both statistical data and in-depth insights. The study was undertaken in Taveta Sub-County, targeting a population of 454 individuals, including teachers, head teachers, and Curriculum Support Officers (CSOs). A sample of 105 respondents was generated using stratified random sampling, ensuring that the opinions of all important groups are represented. Piloting was undertaken using 10% of the sample size to refine the research instruments. Data collection entailed standardized questionnaires for teachers and head teachers, along with semi-structured interviews for CSOs. These tools are designed to acquire quantitative data on the challenges to instructional supervision and qualitative insights for deeper context. Validity and credibility was verified by expert reviews and piloting, ensuring the instruments are well-aligned with the study objectives. Data was analyzed using SPSS for quantitative data (employing descriptive and inferential statistics) and theme analysis for qualitative replies. Expected findings would likely uncover important barriers and provide practical insights. The study’s results help policymakers and educational leaders in creating targeted measures to increase instructional supervision in similar circumstances. The study revealed that instructional supervision is hindered by limited resources, high teacher-to-student ratios, inadequate infrastructure, and resistance to change. Despite government policies, implementation is inconsistent and poorly supported, highlighting the need for policy reform and improved support systems. Limited resources, high teacher-to-student ratios, poor infrastructure, opposition to change, and poor execution of government policies are all factors that impair instructional monitoring, according to the research. It suggests hiring more teachers, improving infrastructure, integrating technology, and allocating more resources.