Head Teachers’ Workload on Instructional Supervision in Integrated Islamic Primary Schools in Kenya

  • Rahma A. Digale University of Nairobi

Abstract

This study examined how workload implicated on head teachers’ instructional supervision in integrated Islamic primary schools in Garissa and Nairobi, Kenya. This study adapted the descriptive survey design. Stratified random sampling technique was used to randomly select 234 teachers and 86 head teachers from 86 integrated Islamic primary schools. Structured questionnaire and interview guide were used to collect data from sampled respondents. The questionnaire was administered among all respondents while interview guide was administered among the head teachers. Analysis used descriptive and inferential statistics, that is, frequencies, percentages, cross-tabulation and correlation to summarize the data. The results showed that there workload has a significant effect on head teachers’ instructional supervision (r=.475). Further, findings indicated that workload is high in teaching duties (M= 3.23). Based on study findings, this study recommended that managers and stakeholders in integrated Islamic primary schools in Garissa and Nairobi counties, and elsewhere applicable to reduce head teachers’ workload by employing adequate numbers of qualified teachers to improve instructional supervision.

Published
2021-12-14
How to Cite
Digale, R. (2021). Head Teachers’ Workload on Instructional Supervision in Integrated Islamic Primary Schools in Kenya. Msingi Journal, 5(2), 12-24. https://doi.org/10.33886/mj.v5i2.237