The Impact of Collaborative Peer Supervisory Competencies on Enhancing Instructional Supervision for English Teachers in Public Secondary Schools in Kakamega County, Kenya

Abstract

Professional development of teachers is a fundamental element in ensuring effective and impactful learning experiences for students. Central to this development is instructional supervision, a process aimed at improving teaching practices. Collaborative Peer Supervision (CPS) has emerged as a promising model, fostering a culture of mutual support and continuous growth among teachers through peer observation and feedback. This study therefore, sought to establish the extent to which teachers of English are equipped with collaborative peer supervisory competencies, to enable them utilize collaborative peer supervision (CPS) model, in public secondary schools in Kakamega County, Kenya. The study was guided by Social Learning Theory proposed by Albert Bandura. The study adapted the Convergent Mixed Methods Research Design. The target population was 417 English teachers from public secondary schools in Kakamega county. Yamane formula was used to calculate the sample size of 286 teachers. Purposive sampling was used to select the respondents. The questionnaire and interview guide were used to collect the data. Reliability and validity of questionnaires was tested by conducting a pilot study. Quantitative data were analyzed using descriptive and inferential statistics, while Qualitative data was analyzed thematically using NVIVO12 Software. The findings showed that there exists a positive relationship between supervisory knowledge and skills and teacher effectiveness (β = .316, p < 0.05). The positive association suggests that teachers who possess greater supervisory knowledge and skills tend to be more effective in their teaching roles. As educational systems continually strive for improved teacher performance and student achievement, the importance of investing in teacher training and development programs centered on enhancing supervisory skills becomes increasingly evident.