Abstract:
Supervision of teaching and learning plays a critical role in determining the quality of learning and consequently the performance of learners. In Imenti Central District, public primary schools have been performing poorly over the last six years in the Kenya Certificate of Primary Education (KCPE) examinations. This raises questions on the quality of learning in these primary schools. It is therefore important to determine the impact of supervision on the quality of learning in public primary schools in Imenti Central District. The study employed the descriptive survey research design with a target population of 20,766 subjects in 56 public primary schools. Simple random sampling was used to select 10 schools from where 350 class seven pupils, 10 head teachers and 20
teachers were sampled. Purposive sampling was used to select 2 QASO officers giving a sample size of 382 participants. Questionnaires and interview schedules were used as tools for data collection. Data was analysed using descriptive statistics including frequencies, means and percentages. The results of data analysis were presented using frequency distribution tables and bar graphs. The study established that supervision of the learning process was poor. This was mainly affected by lack of commitment among teachers, lack of adequate time by head teachers and weak prefect bodies. The researcher recommends that head teachers should strengthen supervision to enhance the quality of learning in schools.
