TEACHERS’ PERCEPTION ON THE EFFECTIVENESS OF HEAD TEACHERS’ SUPERVISORY ROLE ON TEACHING AND LEARNING OF ADAPTIVE SKILLS BY LEARNERS WITH INTELLECTUAL DISABILITIES

Authors

  • Rosallin Kananu Ruteere PhD Student, School of Education, Department of Early Childhood and Special Needs Education, Kenyatta University, P.O Box 43844-00100, Nairobi, Kenya
  • Beatrice Bunyasi Awori Lecturer Dr., Department of Early Childhood and Special Needs Education, Kenyatta University, P.O Box 43844-00100, Nairobi, Kenya
  • Francis Kirimi Lecturer Dr., Department of Educational Foundations, Kenyatta University, P.O Box 43844-00100, Nairobi, Kenya

DOI:

https://doi.org/10.46827/ejse.v7i3.3905

Keywords:

teachers’ perception, head teachers’ supervisory role, adaptive skills, learners with intellectual disabilities

Abstract

Abstract: The purpose of this study was to explore teachers’ perception on the effectiveness of head teachers’ supervisory role on teaching and learning of adaptive skills by learners with Intellectual Disabilities (ID), Kenya. The study used Effective School Theory advanced by Lezotte. A descriptive survey design involving both qualitative and quantitative approaches was used. The target population was 227 respondents (207 learners, 5 head teachers and 15 teachers). The sample size was 124 respondents (104 learners, 15 teachers and 5 Head teachers). Purposive sampling was used to select special schools and units. Stratified sampling technique was used to divide population into strata and then through simple random sampling, the exact respondents were identified, i.e., head teachers, teachers and learners in special programmes. Data was collected by use of interview guide for head teachers, observational check list for learners and questionnaire for teachers. Piloting was conducted in Kathelwa Special Unit in Igembe Central Sub-county. Test-retest method was done and a coefficient level of 0.7 was obtained. Quantitative data was analysed using SPSS Version 23.0 while qualitative data was analysed thematically. Data was presented using tables and figures for quantitative data while qualitative data was presented using reported verbatims and narratives. The key finding of this study was that majority of head teachers did not use appropriate instructional supervision skills due to lack of essential professional qualifications and knowledge of adaptive skills for learners with intellectual disabilities. The finding also established that teachers perceived majority of head teachers as ineffective in instructional supervision as they did not orientate or guide them in teaching strategies or even skills to teach their learners. The study also found that lack of adequate training and knowledge in adaptive skills, limited provision of teaching and learning resources hindered effective instructional supervision. The study recommended that there should be a policy that head teachers for special institutions be trained in the area of that disability so as to benefit both teachers and learners. The study also recommended that the government, through the ministry of education to provide and allocate adequate funds for both refresher courses and seminars for teachers and also for acquiring teaching and learning resources.

Article visualizations:

Hit counter

Author Biographies

  • Rosallin Kananu Ruteere, PhD Student, School of Education, Department of Early Childhood and Special Needs Education, Kenyatta University, P.O Box 43844-00100, Nairobi, Kenya
    Rosallin Ruteere is a trained teacher. She is a holder of Diploma in Special Needs Education (SNE) at Kenya Institute of Special Education (KISE). She also holds a Bachelor and a Masters Degrees from Kenyatta University and currently pursuing a PhD degree in Special Needs Education in the same university. Rosallin has conducted a Research on teaching methods for learners with intellectual disabilities in Kasarani Sub-County in Nairobi County and another one on supervision of teaching and learning of adaptive skills for learners with intellectual disabilities. So far, Rosallin has three publications on educational issues affecting learners with intellectual disabilities. Currently she is working on a fourth article: ‘Teachers’ perception on the effectiveness of head teachers’ instructional supervision in the teaching and learning of adaptive skills for Learners with intellectual disabilities.
  • Beatrice Bunyasi Awori, Lecturer Dr., Department of Early Childhood and Special Needs Education, Kenyatta University, P.O Box 43844-00100, Nairobi, Kenya
    Dr. Beatrice Bunyasi Awori is a lecturer in the department of Early Childhood and Special Needs Education, Kenyatta University. She is currently supervising several Masters and PhD students in the in the University, Rosallin Ruteere being one of them.
  • Francis Kirimi, Lecturer Dr., Department of Educational Foundations, Kenyatta University, P.O Box 43844-00100, Nairobi, Kenya
    Dr. Francis Kirimi Ikiara is a lecturer in the department of Education Foundation in Kenyatta University, Kenya. Currently, Dr. Kirimi is in-charge of examinations in the department as well as supervisor to several Masters and PhD students in the University.

References

Amina, J. A. (2015). An Evaluation of Head teachers Performance in Supervision of Instruction and Involvement of Staff in Decision-Making in the School. International Journal of Research in Humanities and Social Studies. 2(7) 129-142.

Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Approaches (3rd Edition). Thousand oaks, California: SAGE publications.

Dong, Q., Fang, J. & Hao, Y. (2012). Study on Action Skill Feature and Professional Potential of Students with Mental Retardation. Journal of Creative Education, 2(7), 1212-1220. doi: 4236/ce2012.37180.

Donkoh, K. E. & Baffoe, S. (2018). Instructional supervisory practices of Head teachers and teacher motivation in public basic schools in Anomabo Education Circuit. Journal of education and E-Learning Research. 5(1), 43-50.

Goldhammer, R. (1969). Clinical Supervision. New York: Holt, Rinehart and Winston.

Grauwe, A. D. (2007). Transforming School supervision into a Tool for Quality Improvement. International Review of Education, 53, 709-714. doi:10.1007/511159-007-9057-9

Jahanian, R., Ebrahimi, M. (2013). Principles for educational supervision and guidance. Macro think institute. Journal of Education and Practice, 4 (8).185-191

Lezotte, L. W. (2001). Learning for All. Effective Schools Products, Ltd. Okemos, MI (1-800-827-8041).

M’inoti, M. K. (2010). Effects of quality assurance and standards officers’ supervision on academic performance in secondary schools in Meru central district, Kenya.

MoE, (2009). Ministry of Education (2009). Activities of Daily Living Skills Syllabus for Learners with Mental Handicap. Nairobi: Kenya Institute of Education.

Moradi, K., Saleh, S. & Khadiv, P. T. (2014). International Conference on Current Trends in ELT: Exploring Iranian EFL Teachers’ Perceptions on Supervision. Islamic Azad University, Takestan, Iran

Mung'omba, J. (2011). Comparative Policy Brief: Status of Intellectual Disabilities in the Republic of Zambia. Journal of Policy and Practice in Intellectual Disabilities, 5(2), 142-144. doi: 10.1111/j.1741-1130.2008. 00163.x

Mwangi, E. (2014). Challenges Facing Implementation of Inclusive Education in Public Primary Schools in Nyeri Town, Nyeri County, Kenya. Journal of Education and Practice, 5(6). Retrieved from https://pdfs.semanticscholar.org/3d63/f1dceed89b92d8a7e8bea9093d7410be9933.pdf

Ololube, P. & Nanighe, M. (2014). School inspection and educational supervision of teachers’ productivity and effective education programmes in Nigeria. Retrieved from http://www.reseachgate.net/publication/283081835

Republic of Kenya, (2012). Aligning education and training to the constitution of Kenya vision 2030 and beyond: ministry of education department of education

Samoei, C. J. (2015). Instructional supervisory role of principals and its influence on students’ academic achievement in public secondary school in Nandi north district, Nandi county Kenya.

Sharma, S., Yusof, M., Kannan, S. & Baba, S. (2011). Concerns of teachers and principals on instructional supervision in three Asian Countries. International Journal of Social Science and Humanity,1(3) 214-217.

Tshabalala, T. (2013). Teachers’ perceptions towards classroom instructional supervision: A case study of Nkayi District in Zimbabwe. International Journal of Social Sciences and Education, 4(1), 25-32.

Tyagi, R. (2010). School‐based instructional supervision and the effective professional development of teachers. Compare: A Journal of Comparative and International Education, 40(1), 111-125. doi: 10.1080/03057920902909485

Walingo, M, J. (2010). Effectiveness of special Needs Education supervision in Uasin Gishu District, Rift Valley Province, KU, Nairobi, Kenya

Wangang, A., Karugu, G., & Karangwa, E., (2010). The Teaching Strategies used by Teachers for Learners with Autism-Blindness in Three Counties in Kenya.

Wanzare, O. (2002). Rethinking school inspection in the third world: the case of Kenya. Vol 30, 2 (1-29) https://doi.org/10.1711/02611*02030002511

Wanzare, Z. (2011). Educational Management, Administration and Leadership. Instructional supervision in public secondary schools in Kenya. https://doi.org/10.1177/1741143211427977

World Health Organization (2020). ICD-11 for Mortality and Morbidity Statistics. Available online: https://icd.who.int/browse11/l-m/en

Downloads

Published

2021-08-25

Issue

Vol. 7 No. 3 (2021)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

 

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

 

  1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

 

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).