Abstract:
The aim of this paper is to describe how instructional supervision activities influenced
curriculum implementation in selected North Rift counties public secondary schools in
Kenya. Key educational stakeholders in the region are concerned with deteriorating
quality education and that is why the study determined how internal quality assurance
and standards of instructional supervision was carried out in the schools. This study
was conducted in three counties in Kenya; Elgeyo-Marakwet, West Pokot and Baringo
Counties. The paper adopted a descriptive survey research design targeting teachers,
principals and sub counties quality assurance and standards officers. The study used
questionnaire and interview schedule as instruments of data collection. Data analysis
was done using descriptive and inferential statistics. Qualitative data analysis was done
using thematic method. Research findings showed that instructional supervision had a
significant influence (β=0.203 and p=0.05) on curriculum implementation in schools. the
paper recommends that there is need for principals to continuously work with teachers
on how to improve and revolutionise their teaching and learning approaches to match
with the current and global trends in the teaching profession