Influence of Head teacher's Supervision on KCPE Performance in Primary schools in Kaptagat Division, Uasin Gishu County-Kenya

Abstract

The united nation declaration of human rights article 26(1984) and millennium development goals (MDG) No.2 state that; every child is entitled to quality free and compulsory primary education. The purpose of this study was to establish the extent to which supervisory techniques influence KCPE performance in public and private primary schools in Kaptagat division. The objectives of the study was to determine the extent to which supervisory technique influence KCPE performance in private and public schools, of Eldoret east sub county, Uasin Gishu County. This study adopted a mixed methods design. The study employed cross-sectional research design. The instruments used in the study were questionnaires, and interviews. The questionnaires were administered to 160 teachers (31 private and 129 public).  Simple random sampling and purposive sampling were used to select the sample. The data collected analyzed using descriptive and inferential statistical techniques. Descriptive statistics such as frequencies and percentages were used. Inferential statistics used were Analysis Of Variance (ANOVA) and t-test. The private school performance scores vary much more than the public school scores. There was a statistically significant difference between the public and private school performance for the years 2009-2013. Results showed that school status variation really does have an effect on the KCPE performance. There was significant difference in supervisory techniques and KCPE performance. The head teachers should consult stakeholders before making certain decisions in order to improve instructional supervision. Also the head teachers should do random inspection by asking pupils how they are being taught and use exam results to gauge teacher's performance.