Instructional Supervision of Computer Studies curriculum by secondary school Principals in Nakuru East Sub-County, Nakuru County, Kenya

Abstract

The Principal plays various roles in a school and one of the most important one is the role of being an instructional supervisor. The purpose of this study was to investigate instructional supervision of Computer Studies curriculum by secondary school principals in Nakuru East Sub-County, Nakuru County. This study was guided by the following objectives: To determine how principals’ mobilization of personnel influences instruction in Computer Studies in secondary schools in Nakuru East Sub- County, to determine how the principals mobilize material resources for instruction in Computer Studies in secondary schools in Nakuru East Sub-County, to establish how teacher motivation influences instruction in Computer Studies in secondary schools in Nakuru East Sub-County and to establish how the principals monitor evaluation in Computer Studies curriculum in secondary schools in Nakuru East Sub-County. The study was based on the contingency theory. The study adopted descriptive design. The research method used was mixed method that is qualitative and quantitative research methods. The population under study comprised 43 secondary schools in Nakuru East Sub-County offering Computer Studies. The target population comprised the 53 teachers of Computer Studies within Nakuru East Sub-County and 43 principals within Nakuru East Sub-County. The sample of this study consisted of 53 teachers of Computer Studies in secondary schools in Nakuru East Sub-County and 43 principals within Nakuru East Sub-County. All the teachers of Computer Studies were included in the study. A structured questionnaire was administered to the 53 teachers of Computer Studies, an interview schedule was administered to 43 school principals and an observation guide was used to collect data on the availability of resource materials thus it assisted in achieving the second objective. Data analysis was done using descriptive statistics such as frequencies and percentages. Findings were presented in tables. The researcher found out that some schools had no formally trained teachers to teach Computer Studies and there were no sufficient technicians to work on faulty computers. Material resources used in the teaching of Computer Studies were not sufficient. The researcher concluded that very few schools had formally trained teachers of Computer Studies as recommended by the Teachers Service Commission. Most of the schools had hired computer literate personnel to teach students. The study recommended that schools through the principal who is a TSC agent should hire formally trained teachers to teach Computer Studies. Stakeholders should also make material resources available. The findings would help all educational stakeholders as it will lay a foundational framework for maintaining effective instructional supervision of Computer Studies in Kenya.