International Journal of Research and Innovation in Social Science (IJRISS) | Volume VI, Issue VII, July 2022 | ISSN 2454–6186
Lydia Njeri Kamau1, Prof. Nelson Jagero, PhD2
1Chuka University, Kenya
2Department of Education, Chuka University. Kenya
Abstract: The objective of the study was to establish whether there is a difference in teacher supervision by principals before and after delocalization in public secondary schools in Eastern region Kenya. The research adopted causal comparative and descriptive survey design. Chi-square was used to test the statistical hypothesis at significance level of α = 0.05. The target population was 4,062 subjects comprising of 4,055 public secondary school teachers employed by Teacher Service Commission (TSC) one TSC RQASO and six CQASO. Multi-stage sampling technique was employed to obtain the respondents of the sample resulting to a total of 162 respondents comprising of 158 teachers, one Teacher Service Commission Regional Quality Assurance and Standards Officer (TSC RQASO) and 3 County Quality Assurance and Standards Officer CQASO. A Questionnaire and interview schedule was employed for data collection. Analysis of quantitative data collected was aided by Statistical Package for Social Sciences (SPSS) programme Version 26.0. The findings of the study established that there was a statistically significant difference between principals’ teacher supervision before and after delocalization in public secondary schools in counties in eastern region, Kenya. The study recommended that delocalization of principals should continue because it has a positive influence on principals’ teacher supervision.
Keywords: Delocalization, Eastern Region, Kenya. Principals, Public Secondary School, Teacher Supervision.
I. INTRODUCTION
The more efficient and effective work performed by the school system, the better the results achieved. Morgan, (2015) on a study on the influence of the school leadership practices on classroom management. Using descriptive design on a sample of 148 comprising of teachers and principals, employing questionnaires for collection of data concluded that quality leadership in schools’ has an impact on students’ academic outcomes and affects positively the learning environment in a school. A school which is managed professionally will post improved academic results and show high-quality work results. Blackmore, Sanchez-Moreno and Sawers (2015) state that principals are expected to manage effectively many expectations arising from the external and internal community and be efficient and prudent in executing their duties. Principals take charge of a school, identify areas