QUALITY ASSURANCE AND STANDARDS OFFICERS STRATEGIES AND EFFECTIVE SECONDARY SCHOOLS TEACHER SUPERVISION IN NANDI EAST SUB–COUNTY, KENYA

Abstract

Currently, education standards in Kenya remain to be low as evidenced by the yearly results that seem to be constant or dropping. This indicates a problem in teaching and learning process and some Sub - Counties like Nandi-East have been hit hardest with the mean of 5.86 in 2014, 6.01 in 2015, 4.26 in 2016, 3.66 in 2017 and 3.48 in 2018. The purpose of this study was to assess the Quality Assurance and Standards Officers’ (QASO) strategies and effective Secondary Schools Teacher supervision in Nandi- East Sub County, Kenya. The specific objectives of the study were to: determine the QASO communication strategies which enhance teachers’ supervision; determine the QASO resource allocation strategies which enhance teachers’ supervision; investigate the QASO staffing strategies which enhance teachers’ supervision; and determine the QASO post-conferencing strategies which enhance teachers’ supervision in schools in Nandi East Sub- County. The study adopted a survey research design for its ability to emphasize an understanding of QASO strategies and also its ability to extend experience. Target population comprised of 5 QASO representatives, 20 head teachers, 20 deputy head teachers, 100 H.O.D’S and 565 teachers of secondary schools to make a total target population of 710 respondents. The sample size of the study was calculated using the formula as recommended by Nassiuma (2000). Simple random sampling technique were used to select 249 respondents. Questionnaire and interview schedule was used as data collection instruments. Data was analyzed using descriptive statistical techniques where frequencies and percentages were used. Data was presented using frequency tables, pie charts and bar graphs. The study established that there was a communication breakdown between QASOs and teachers on date of supervision in advance. However, QASOs have satisfactory abilities to communicate clearly and objectively during pre-observational and plenary conference. QASOs are conscious of the language they use and always encourage dialogue in the instructional supervision process. Further, it was found that QASOs frequently conducted supervision and they always had adequate resources namely; writing materials and means of transport to visit the schools. Concerning staffing strategies, it can be concluded that QASOs had the expertise and knowledge needed to carry out supervision. QASOs appoint and support key resource teachers in the schools. QASOs contribute to teachers professional development and advice teachers on the new trends in teaching. However, different QASOs do not visit the schools on regular basis each term. QASOs observe teachers in class and hold meetings with them before they get to class and after class visit and they discuss findings of supervisory visit with head teachers. The study recommends that there should be effective communication between teachers and QASO, adequate resources should be provided to QASO so that they carry out their supervision frequently for good results to be realized and post-conferencing should be enhanced since the mode of feedback given to teachers boost their confidence. It is hoped that the findings of this study will be significant in providing empirical evaluation of QASO strategies of enhancing supervision of teachers in schools