The Impact of Collaborative Peer Supervisory Competencies on Enhancing Instructional Supervision for English Teachers in Public Secondary Schools in Kakamega County, Kenya
Main Article Content
Keywords
Collaborative peer supervisory competencies, collaborative peer supervision, instructional supervision, English language, teachers
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.
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References
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Alimi, O. S., & Akinfolarin, C. A. (2012). Impact of selected modes of instructional supervision activities on students’ academic performance in senior secondary schools in Ondo state, Nigeria. Education Research Journal, 2(1), 1-6.
Amough, C. K., & Odeh, I. C. (2018). Effective Supervision and Quality Education in Secondary Schools in Nigeria. Multidiciplinary Journal of Academic Excellence, 18(1), 224-231.
Archibong, F. I. (2012). Instructional supervision in the administration of secondary education: a panacea for quality assurance. European scientific journal, 8(13).
Ashun, E. A. (2022). Challenges of instructional supervision of social studies lessons in the public basic junior high schools in Ghana. Universal Journal of Social Sciences and Humanities, 6-15.
Assefa Ekyaw, B. (2014). The practices and challenges of instructional supervision in Asossa Zone Primary Schools (Doctoral dissertation, Jimma University).
Ayeni, A. J. (2010). Teachers’ instructional task performance and principals’ supervisory roles as correlates of quality assurance in secondary schools in Ondo State. Unpublished Doctoral dissertation, Obafemi Awolowo University, Ile-Ife, Nigeria.
Ban, J. R. & Soudah, J. R. (1978). A new model for professionalizing teacher evaluation. Peabody Journal of Education, 56, 24-33
Bandura, A. (2014). Social-cognitive theory. In An introduction to theories of personality (pp. 341-360). Psychology Press.
Bandura, A., & Walters, R. H. (1977). Social learning theory (Vol. 1). Prentice Hall: Englewood cliffs.
Beach, D. M., & Reinhartz, J. (2000). Supervisory leadership: Focus on instruction. Allyn & Bacon.
Becker, S. A., Brown, M., Dahlstrom, E., Davis, A., DePaul, K., Diaz, V., & Pomerantz, J. (2018). NMC horizon report: 2018 higher education edition. Louisville, CO: Educause.
Ben Hassen, T. (2022). A Transformative State in the Wake of COVID-19: What Is Needed to Enable Innovation, Entrepreneurship, and Education in Qatar?. Sustainability, 14(13), 7953.
Boni, A., & Walker, M. (2016). Universities and global human development: Theoretical and empirical insights for social change. Routledge.
Canh, L. V. (2014). Great Expectations: The TESOL Practicum as a Professional Learning Experience. TESOL Journal, 5(2), 199-224. doi:10.1002/tesj.103
Coimbra, N., Pereira, A. V., Martins, A., & Batista, C. (2020). Pedagogical supervision and change: Dynamics of collaboration and teacher development.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (1986). Effective teacher professional development. In: Palo Alto, CA: Learning Policy Institute
Devi, B., Khandelwal, B., & Das, M. (2017). Application of Bandura’s social cognitive theory in the technology enhanced, blended learning environment. International Journal of Applied Research, 3(1), 721-724.
DiPaola, M., & Hoy, W. K. (2013). Principals improving instruction: Supervision, evaluation, and professional development. IAP.
Dornbusch, S. & Scott, W. R. (1975). Evaluation and the exercise of authority. Sanfrancisco, CA: Jossey- Bass
Ebmeier, H., & Nicklaus, J. (1999). The impact of peer and principal collaborative supervision on teachers' trust commitment, desire for collaboration, and efficacy. Journal of curriculum and supervision, 14(4), 351.
Ebmeier, H., & Nicklaus, J. (1999). The impact of peer and principal collaborative supervision on teachers' trust commitment, desire for collaboration, and efficacy. Journal of curriculum and supervision, 14(4), 351.
Gitonga, M. S. (2019). Effectiveness of Instructional Supervision by Quality Assuarance Officers on Quality of Education in Secondary Schools in Nairobi and Machakos Counties, Kenya (unpublished doctoral thesis). Kenyatta University, Kenya
Glanz, J. (2018). Chronicling perspectives about the state of instructional supervision by eight prominent scholars of supervision. Journal of Educational Supervision, 1(1), 1.
Goldin, C., & Katz, L. F. (2007). The race between education and technology: The evolution of US educational wage differentials, 1890 to 2005.
Graham, P. (2007). Improving teacher effectiveness through structured collaboration: A case study of a professional learning community. RMLE online, 31(1), 1-17.
Hamilton, E. R. (2013). His ideas are in my head: Peer-to-peer teacher observations as professional development. Professional Development in Education, 39(1), 42-64.
Horsburgh, J., & Ippolito, K. (2018). A skill to be worked at: using social learning theory to explore the process of learning from role models in clinical settings. BMC medical education, 18(1), 1-8.
Iroegbu, E. E., & Etudor-Eyo, E. (2016). Principals’ instructional supervision and teachers’ effectiveness. British Journal of Education, 4(7), 99-109.
Mavindu, P. S. (2013). Influence of Principals’ instructional supervision practices on students’ performance in Kenya certificate of secondary examination in Trans-Mara west district, Kenya (Doctoral dissertation, University of Nairobi).
Mprah, R. K., & Firempong, A. A. (2018). Supervision of Administrative Staff in The Faculties: The Role of The Registry. ADRRI Journal (Multidisciplinary), 28(1), 44-59.
Musundire, A., & Dreyer, J. M. (2019). Effectiveness of the clinical supervision strategy as a tool for improving teaching quality: perceptions of South African school-based managers and educators. Africa Education Review, 16(2), 109-125.
Napwora, J., Masibo, E., & Likoko, S. (2017). Perceptions of English Language Teachers and Learners about an Effective English Language Teacher (Eelt) in Kenyan Secondary Schools.
Pajak, E. (2003). Honoring diverse teaching styles: A guide for supervisors. ASCD.
Pajak, E., & Arrington, A. (2004). Empowering a profession: Rethinking the roles of administrative evaluation and instructional supervision in improving teacher quality. Teachers College Record, 106(13), 228-252.
Rashid, M. K. (2016). Factors Influencing Head Teachers’ Instructional Supervision Practices In Public Primary Schools In Kinango Sub-county, Kenya (Doctoral dissertation, University of Nairobi).
Rieckmann, M. (2018). Learning to transform the world: Key competencies in Education for Sustainable Development. Issues and trends in education for sustainable development, 39, 39-59.
Roper, S. & Hoffman, D, E (1986). Collegial Support for Professional Improvement. OSSC Bulletin, 29(7), 1-25
Rotich, D. K. (2014). Factors influencing headteachers’ instructional supervision practices in public primary Schools in Longisa Division, Bomet District (Doctoral dissertation).
Samoei Sr, C. J. (2015). Instructional Supervisory Role Of Principals And Its’influence On Students Academic Achievement In Public Secondary Schools In Nandi North District Nandi County Kenya (Doctoral dissertation).
Shah, S. R., & Harthi, K. A. (2014). TESOL Classroom Observations: A Boon or a Bane? An Exploratory Study at a Saudi Arabian University. Theory and Practice in Language Studies, 4(8). doi:10.4304/tpls.4.8.1593-1602
Sibanda, J., Mutopa, S., & Maphosa, C. (2011). Teachers’ perceptions of lesson observations by school heads in Zimbabwean Primary Schools. Journal of Social Sciences, 28(1), 21-28.
Terra, T., & Berhanu, E. (2019). Practices and Challenges of Instructional Supervision in Government Secodary Schools of Wolaita Zone. International Institute for Science, Technology and Education.
Thomasgard, M., & Collins, V. (2003). A comprehensive review of a cross-disciplinary, case-based peer supervision model. Families, Systems, & Health, 21(3), 305.
Thurlings, M. C. G. (2012). Peer to peer feedback: A study on teachers’ feedback processes.
Too, C., Kimutai, C. K., & Kosgei, Z. (2012). The impact of head teachers' supervision of teachers on students' academic performance. Journal of Emerging Trends in Educational Research and Policy Studies, 3(3), 299-306.
Ts, A. S. (2022). Practices And Challenges Of Instructional Supervision In Secondary Schools Of West Hararghe Zo (Doctoral dissertation, Haramaya University).
Umar, A., Hauwa'u, A., & Nura, D. (2017). Constraints on effective educational Supervision of instruction in Secondary Schools in Nigeria.
Usman, Y. D. (2015). The Impact of Instructional Supervision on Academic Performance of Secondary School Students in Nasarawa State, Nigeria. Journal of Education and Practice, 6(10), 160-167.
Von Bergen, C., Bressler, M. S., & Campbell, K. (2014). The sandwich feedback method: Not very tasty. Journal of Behavioral Studies in business, 7.
Wanzare, Z. (2012). Instructional supervision in public secondary schools in Kenya. Educational Management Administration & Leadership, 40(2), 188-216.
Wanzare, Z., & da Costa, J. L. (2000). Supervision and staff development: Overview of the literature. Nassp Bulletin, 84(618), 47-54.
Wiyono, B. B., Rasyad, A., & Maisyaroh. (2021). The Effect of Collaborative Supervision Approaches and Collegial Supervision Techniques on Teacher Intensity Using Performance-Based Learning. SAGE Open, 11(2), 21582440211013779.
Yilma, E. K. (2018). Instructional Supervision In Improvement Of Teaching Learning Process In Public Secondary Schools In Gamo Gofa Zone, Snnpr, Ethiopia (Doctoral dissertation, Hawasssa University).
Zachariah, W. O. (2013). Skills and Attributes of Instructional Supervisors: Experience from Kenya. Educational research and reviews, 8(24), 2270-2280.
Zepeda, S. J. (2013). Instructional supervision: Applying tools and concepts. Routledge.
Zhou, M., & Brown, D. (2015). Educational learning theories.
Alimi, O. S., & Akinfolarin, C. A. (2012). Impact of selected modes of instructional supervision activities on students’ academic performance in senior secondary schools in Ondo state, Nigeria. Education Research Journal, 2(1), 1-6.
Amough, C. K., & Odeh, I. C. (2018). Effective Supervision and Quality Education in Secondary Schools in Nigeria. Multidiciplinary Journal of Academic Excellence, 18(1), 224-231.
Archibong, F. I. (2012). Instructional supervision in the administration of secondary education: a panacea for quality assurance. European scientific journal, 8(13).
Ashun, E. A. (2022). Challenges of instructional supervision of social studies lessons in the public basic junior high schools in Ghana. Universal Journal of Social Sciences and Humanities, 6-15.
Assefa Ekyaw, B. (2014). The practices and challenges of instructional supervision in Asossa Zone Primary Schools (Doctoral dissertation, Jimma University).
Ayeni, A. J. (2010). Teachers’ instructional task performance and principals’ supervisory roles as correlates of quality assurance in secondary schools in Ondo State. Unpublished Doctoral dissertation, Obafemi Awolowo University, Ile-Ife, Nigeria.
Ban, J. R. & Soudah, J. R. (1978). A new model for professionalizing teacher evaluation. Peabody Journal of Education, 56, 24-33
Bandura, A. (2014). Social-cognitive theory. In An introduction to theories of personality (pp. 341-360). Psychology Press.
Bandura, A., & Walters, R. H. (1977). Social learning theory (Vol. 1). Prentice Hall: Englewood cliffs.
Beach, D. M., & Reinhartz, J. (2000). Supervisory leadership: Focus on instruction. Allyn & Bacon.
Becker, S. A., Brown, M., Dahlstrom, E., Davis, A., DePaul, K., Diaz, V., & Pomerantz, J. (2018). NMC horizon report: 2018 higher education edition. Louisville, CO: Educause.
Ben Hassen, T. (2022). A Transformative State in the Wake of COVID-19: What Is Needed to Enable Innovation, Entrepreneurship, and Education in Qatar?. Sustainability, 14(13), 7953.
Boni, A., & Walker, M. (2016). Universities and global human development: Theoretical and empirical insights for social change. Routledge.
Canh, L. V. (2014). Great Expectations: The TESOL Practicum as a Professional Learning Experience. TESOL Journal, 5(2), 199-224. doi:10.1002/tesj.103
Coimbra, N., Pereira, A. V., Martins, A., & Batista, C. (2020). Pedagogical supervision and change: Dynamics of collaboration and teacher development.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (1986). Effective teacher professional development. In: Palo Alto, CA: Learning Policy Institute
Devi, B., Khandelwal, B., & Das, M. (2017). Application of Bandura’s social cognitive theory in the technology enhanced, blended learning environment. International Journal of Applied Research, 3(1), 721-724.
DiPaola, M., & Hoy, W. K. (2013). Principals improving instruction: Supervision, evaluation, and professional development. IAP.
Dornbusch, S. & Scott, W. R. (1975). Evaluation and the exercise of authority. Sanfrancisco, CA: Jossey- Bass
Ebmeier, H., & Nicklaus, J. (1999). The impact of peer and principal collaborative supervision on teachers' trust commitment, desire for collaboration, and efficacy. Journal of curriculum and supervision, 14(4), 351.
Ebmeier, H., & Nicklaus, J. (1999). The impact of peer and principal collaborative supervision on teachers' trust commitment, desire for collaboration, and efficacy. Journal of curriculum and supervision, 14(4), 351.
Gitonga, M. S. (2019). Effectiveness of Instructional Supervision by Quality Assuarance Officers on Quality of Education in Secondary Schools in Nairobi and Machakos Counties, Kenya (unpublished doctoral thesis). Kenyatta University, Kenya
Glanz, J. (2018). Chronicling perspectives about the state of instructional supervision by eight prominent scholars of supervision. Journal of Educational Supervision, 1(1), 1.
Goldin, C., & Katz, L. F. (2007). The race between education and technology: The evolution of US educational wage differentials, 1890 to 2005.
Graham, P. (2007). Improving teacher effectiveness through structured collaboration: A case study of a professional learning community. RMLE online, 31(1), 1-17.
Hamilton, E. R. (2013). His ideas are in my head: Peer-to-peer teacher observations as professional development. Professional Development in Education, 39(1), 42-64.
Horsburgh, J., & Ippolito, K. (2018). A skill to be worked at: using social learning theory to explore the process of learning from role models in clinical settings. BMC medical education, 18(1), 1-8.
Iroegbu, E. E., & Etudor-Eyo, E. (2016). Principals’ instructional supervision and teachers’ effectiveness. British Journal of Education, 4(7), 99-109.
Mavindu, P. S. (2013). Influence of Principals’ instructional supervision practices on students’ performance in Kenya certificate of secondary examination in Trans-Mara west district, Kenya (Doctoral dissertation, University of Nairobi).
Mprah, R. K., & Firempong, A. A. (2018). Supervision of Administrative Staff in The Faculties: The Role of The Registry. ADRRI Journal (Multidisciplinary), 28(1), 44-59.
Musundire, A., & Dreyer, J. M. (2019). Effectiveness of the clinical supervision strategy as a tool for improving teaching quality: perceptions of South African school-based managers and educators. Africa Education Review, 16(2), 109-125.
Napwora, J., Masibo, E., & Likoko, S. (2017). Perceptions of English Language Teachers and Learners about an Effective English Language Teacher (Eelt) in Kenyan Secondary Schools.
Pajak, E. (2003). Honoring diverse teaching styles: A guide for supervisors. ASCD.
Pajak, E., & Arrington, A. (2004). Empowering a profession: Rethinking the roles of administrative evaluation and instructional supervision in improving teacher quality. Teachers College Record, 106(13), 228-252.
Rashid, M. K. (2016). Factors Influencing Head Teachers’ Instructional Supervision Practices In Public Primary Schools In Kinango Sub-county, Kenya (Doctoral dissertation, University of Nairobi).
Rieckmann, M. (2018). Learning to transform the world: Key competencies in Education for Sustainable Development. Issues and trends in education for sustainable development, 39, 39-59.
Roper, S. & Hoffman, D, E (1986). Collegial Support for Professional Improvement. OSSC Bulletin, 29(7), 1-25
Rotich, D. K. (2014). Factors influencing headteachers’ instructional supervision practices in public primary Schools in Longisa Division, Bomet District (Doctoral dissertation).
Samoei Sr, C. J. (2015). Instructional Supervisory Role Of Principals And Its’influence On Students Academic Achievement In Public Secondary Schools In Nandi North District Nandi County Kenya (Doctoral dissertation).
Shah, S. R., & Harthi, K. A. (2014). TESOL Classroom Observations: A Boon or a Bane? An Exploratory Study at a Saudi Arabian University. Theory and Practice in Language Studies, 4(8). doi:10.4304/tpls.4.8.1593-1602
Sibanda, J., Mutopa, S., & Maphosa, C. (2011). Teachers’ perceptions of lesson observations by school heads in Zimbabwean Primary Schools. Journal of Social Sciences, 28(1), 21-28.
Terra, T., & Berhanu, E. (2019). Practices and Challenges of Instructional Supervision in Government Secodary Schools of Wolaita Zone. International Institute for Science, Technology and Education.
Thomasgard, M., & Collins, V. (2003). A comprehensive review of a cross-disciplinary, case-based peer supervision model. Families, Systems, & Health, 21(3), 305.
Thurlings, M. C. G. (2012). Peer to peer feedback: A study on teachers’ feedback processes.
Too, C., Kimutai, C. K., & Kosgei, Z. (2012). The impact of head teachers' supervision of teachers on students' academic performance. Journal of Emerging Trends in Educational Research and Policy Studies, 3(3), 299-306.
Ts, A. S. (2022). Practices And Challenges Of Instructional Supervision In Secondary Schools Of West Hararghe Zo (Doctoral dissertation, Haramaya University).
Umar, A., Hauwa'u, A., & Nura, D. (2017). Constraints on effective educational Supervision of instruction in Secondary Schools in Nigeria.
Usman, Y. D. (2015). The Impact of Instructional Supervision on Academic Performance of Secondary School Students in Nasarawa State, Nigeria. Journal of Education and Practice, 6(10), 160-167.
Von Bergen, C., Bressler, M. S., & Campbell, K. (2014). The sandwich feedback method: Not very tasty. Journal of Behavioral Studies in business, 7.
Wanzare, Z. (2012). Instructional supervision in public secondary schools in Kenya. Educational Management Administration & Leadership, 40(2), 188-216.
Wanzare, Z., & da Costa, J. L. (2000). Supervision and staff development: Overview of the literature. Nassp Bulletin, 84(618), 47-54.
Wiyono, B. B., Rasyad, A., & Maisyaroh. (2021). The Effect of Collaborative Supervision Approaches and Collegial Supervision Techniques on Teacher Intensity Using Performance-Based Learning. SAGE Open, 11(2), 21582440211013779.
Yilma, E. K. (2018). Instructional Supervision In Improvement Of Teaching Learning Process In Public Secondary Schools In Gamo Gofa Zone, Snnpr, Ethiopia (Doctoral dissertation, Hawasssa University).
Zachariah, W. O. (2013). Skills and Attributes of Instructional Supervisors: Experience from Kenya. Educational research and reviews, 8(24), 2270-2280.
Zepeda, S. J. (2013). Instructional supervision: Applying tools and concepts. Routledge.
Zhou, M., & Brown, D. (2015). Educational learning theories.
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Nov 14, 2023
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