INFLUENCE OF INSTRUCTIONAL SUPERVISION IN PROMOTION OF CHILD-FRIENDLY LEARNING ENVIRONMENT IN RURAL PUBLIC PRIMARY SCHOOLS IN MERU COUNTY, KENYA

Authors

  • Daniel Wambugu Kihara Department of Educational Management and Curriculum Studies, Machakos University, Kenya
  • Richard Peter Kimiti Professor, Department of Educational Management and Curriculum Studies, Machakos University, Kenya
  • David Mulwa Professor, Department of Educational Management and Curriculum Studies, Machakos University, Kenya

DOI:

https://doi.org/10.46827/ejes.v11i2.5219

Keywords:

child-friendly school, management practices, quality learning and safe learning environment. Instructional supervision, professional development

Abstract

Effective head teachers’ management practices should be aimed at fostering all-inclusive and child-focused learning environments for quality learning and the general well-being of all learners. The purpose of the study was to investigate the influence of instructional supervision in the promotion of a child-friendly learning environment in rural-based public primary schools in Meru County. The study utilised a descriptive survey design and targeted 775 teachers in rural-based public primary schools in Meru County. Simple random sampling was used to select a sample of 155 teachers. Data was collected through questionnaires. Data analysis was carried out through descriptive and inferential statistics. The results of the study revealed a significant relationship between instructional supervision and the promotion of a child-friendly learning environment (r (146) = .22, P = .007). The instructional supervision practices in the study were focused on: supervision of instructional processes, professional development, teacher empowerment, and instruction and guidance on curriculum delivery. Based on the findings, there is a need to improve on direct supervision of instructional processes towards enhancing teaching conditions and quality of learning. The study recommends that head teachers need to receive more in-service training in areas of professional development, and curriculum and assessment. The study further recommends that the government needs to avail more resources for continuous teacher empowerment and professional development plans.

 

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Author Biographies

  • Daniel Wambugu Kihara, Department of Educational Management and Curriculum Studies, Machakos University, Kenya

    Kihara, Daniel Wambugu is a PhD student in the Department of Education Management and Curriculum Studies, Machakos University, Kenya. He is currently working as a secondary school teacher in Kenya.

  • Richard Peter Kimiti, Professor, Department of Educational Management and Curriculum Studies, Machakos University, Kenya

    Professor Kimiti, Richard Peter is a professor in the Department of Education Management and Curriculum Studies. He is the dean of graduate school, Machakos University, Kenya.

  • David Mulwa, Professor, Department of Educational Management and Curriculum Studies, Machakos University, Kenya

    Professor David Mulwa is a professor and teaches in Department of Education Management and Curriculum Studies, Machakos University, Kenya.

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Published

2024-02-19

Issue

Vol. 11 No. 2 (2024)

Section

Articles

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