Primary school teachers' perception of head teachers' curriculum supervision in Emgwen Division, Nandi North District, Kenya

Inhaltsverzeichnis (Table of Contents)

• Abstract
• Key Words
• Introduction
• Objectives
• Study Background
• Literature Review
• Methodology
• Data Analysis
• Findings
• Discussion
• Conclusion
• Recommendations
• References

Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)

This study investigates the perception of primary school teachers in Emgwen Division, Nandi North District, Kenya, regarding the curriculum supervision practices of head teachers. The study aims to understand how teachers perceive head teachers' roles in areas such as communication of the school mission, involvement in curriculum supervision, visible presence in the school, and provision of resources.

• Head Teachers' Role in Communication of School Mission
• Head Teachers' Involvement in Curriculum Supervision
• Head Teachers' Visible Presence in the School
• Head Teachers' Provision of Curriculum Resources
• Teacher Perceptions of Head Teacher Leadership

Zusammenfassung der Kapitel (Chapter Summaries)

• Abstract: This chapter provides a concise overview of the study, including the research problem, objectives, methodology, and key findings. It highlights the focus on assessing primary school teachers' perception of head teachers' curriculum supervision in Emgwen Division.
• Introduction: The introduction delves into the context of head teachers' responsibilities in curriculum supervision, emphasizing the importance of effective leadership in schools. It outlines the challenges faced in Emgwen Division, particularly the poor performance in national examinations, and the need to understand the role of head teachers in addressing these challenges.
• Objectives: This chapter outlines the specific research questions that the study aims to answer. It focuses on exploring teacher perceptions of head teachers' roles in communication of the school mission, curriculum supervision, visible presence, and resource provision.
• Study Background: This section examines the broader context of the study, including the roles and responsibilities of head teachers as curriculum supervisors. It discusses the importance of effective leadership and the various theories and frameworks that inform the understanding of curriculum supervision practices.
• Literature Review: This chapter provides a comprehensive review of relevant literature on curriculum supervision, leadership, and teacher perceptions. It draws upon existing research and theoretical frameworks to provide a foundation for the study.
• Methodology: This section details the research design, sampling methods, data collection instruments, and data analysis techniques used in the study. It explains the rationale behind the chosen approaches.
• Data Analysis: This chapter presents the analysis of the collected data, utilizing descriptive statistics, such as means, standard deviations, percentages, and frequencies. It provides an overview of the findings and their implications.
• Findings: This section presents the major findings of the study, highlighting the key themes and patterns emerging from the data analysis. It discusses the perceptions of primary school teachers regarding the effectiveness of head teachers' curriculum supervision practices.
• Discussion: This chapter interprets the findings of the study, drawing connections to existing literature and theoretical frameworks. It discusses the implications of the findings for educational practice and policy. It also explores potential limitations of the study and suggests areas for future research.

Schlüsselwörter (Keywords)

This study examines the perception of primary school teachers in Emgwen Division, Nandi North District, Kenya, regarding the curriculum supervision practices of head teachers. The study focuses on understanding how teachers perceive head teachers' roles in communication of the school mission, involvement in curriculum supervision, visible presence in the school, and provision of resources. Key terms include: curriculum supervision, head teacher leadership, teacher perceptions, communication, school mission, visible presence, resource provision.