The moderating effect of transformational leadership on organizational culture and firm performance in deposit taking Sacco’s in Nairobi County

Abstract

Instructional supervision is a well-established educational practice that supports teachers ’ competence in curriculum implementation. In Kenya, studies have established several challenges experienced by teachers in the implementation of the competency- based curriculum (CBC) despite the provision of supervision. This study sought to explore instructional supervision support to teachers' implementation of the CBC in the public primary schools in Kapsaret sub-county, Kenya. The study was guided by four objectives: to establish instructional supervisors' and teachers' experience about the support of professional records checking to teachers' implementation of the CBC; to establish instructional supervisors' and teachers' experience about the support of lesson observation to teachers' implementation of the CBC; to explore instructional supervisors’ and teachers’ experience about the support of collaborative learning to teachers’ implementation of the CBC; to explore instructional supervisors’ and teachers ’ experience about the support of professional development to teachers’ implementation of the CBC. The study was guided by Vygots ky’ s social constructivism theory and adopted a phenomenological design within the qualitative approach. The target population was 52 school administrators and 670 teachers. 4 school administrators and 28 teachers were purposively selected from two rural and two urban public primary schools in Kapseret sub-county. Data was generated using semi- structured interviews, focused group discussions, and document analysis; and was analyzed using Thematic Analysis. Findings revealed that professional records checking provided insufficient support to teachers in curriculum implementation due to supervisors’ inadequate knowledge about CBC while lesson observation contributed to improving teachers’ pedagogical skills though it was rarely conducted. Findings further revealed that collaborative learning improved teachers ’ pedagogical and interpersonal skills as well as eased their workload through mutual support while professional development played an inductive role in supporting teachers ’ implementation of CBC though many teachers have not been subjected to continuous professional development programs due to limited training opportunities. The study concluded that instructional supervision support to teachers was inadequate to propel teachers ’ pedagogical competence in CBC implementation. It is, therefore, recommended that the Ministry of Education should: ensure quality professional records checking through instructional supervisors’ capacity building; ensure regular lesson observation to enhance teachers ’ pedagogical competence as well as encourage collaborative learning among teachers to promote teachers' mutual and continuous development in CBC implementation; and finally increase continuous professional development opportunities to enable teachers to gain mastery of CBC to ensure its effective implementation in Kenya.