Determination of Kenya Education Management Institute’s Capacity Building Programme and Public Primary School Head Teachers’ Competencies in Teacher Supervision in Uasin Gishu County, Kenya

Aims: This study sought to establish influence of KEMI training on head teachers’ competence in supervision of teachers in public primary schools in Uasin Gishu County, Kenya.

Background: Education is the foundation and pillar of life. In Kenya, educational administration encompasses directing, managing and controlling of the education enterprise. Supervisory roles include working closely with teachers to establish their problem and needs of pupils, building strong group morale and securing effective teamwork among teachers and providing assistance to teachers so as to help them develop greater competence.

Study Design: The study adopted a descriptive survey research design.

Place and Duration of Study: This study was conducted in Uasin Gishu County of North Rift region between January and March 2018.

Methodology: It targeted six Sub-County Education Officers and 471 head teachers in public primary schools in the County. Simple random sampling was used to select 30% (141) of the public primary schools proportionately from each of the six sub-counties in the County. All the head teachers of the public primary schools selected participated in the study. Data was also collected from all the six Sub-County Directors of Education of Moiben, Wareng, Turbo, Kapseret, Ainabkoi and Soy. Data was collected using interviews and questionnaire. Data analysis was done using descriptive statistics was computed with frequencies, percentages, means, medians and standard deviations. The findings were then presented using, tables, charts and graphs.

Results: Out of the 132 Head teachers, the research findings indicated that there was a strong positive correlation between KEMI’s capacity building programme and head teachers’ competencies in teacher supervision, r (132) = 0.555, P = .05. KEMI should use the information from this study to organize teacher training programmes to improve their schools and put in place strategies to help enhancing management practices in schools and ultimately the student academic achievement. The findings of the study will be of importance to Kenya Education Management Institute (KEMI) in tailoring their training needs of head teachers to enhance professional development and leadership in schools.

Conclusion: Based on the findings of the study, it is concluded that KEMI capacity building programmes had enhanced head teachers’ competence in monitoring teacher’s performance in class and outside class, and helped them in cultivating good relationship with the teachers and building motivating climate to enhance teamwork among teachers. Further, the findings indicated that KEMI capacity building programme had helped them in appraising teacher’s performance objectively and helped them in providing teacher’s opportunity for professional growth, proper delegation of duties and enhanced the recommendation of teachers for upward mobility.