Influence of Head Teachers' Supervision of Teacher Curriculum Development on Provision of Quality Education in Secondary Schools in Kenya

Kenya has, since independence desired to provide quality education to learners. Despite the Governments- efforts to implement measures to improve quality of education in schools, the secondary sub-sector continues to face supervision challenges that could compromise the quality of education provided. The objective of the study was to find out if the head teachers- curriculum implementation, had any influence on provision of quality education in Kisumu East Sub-County, Kenya. The study population considered 48 secondary schools with a population of 927 students, 449 teachers and 48 head teachers. The study used a sample size of 370 of 309 students, 45 teachers randomly selected and 16 head teachers selected using purposive sampling. The instrument validity was ascertained by use of a four-point scale rating by experienced colleagues to ascertain if the questions were relevant while instrument reliability was ascertained by Test re-test Technique. The research Design was Descriptive Survey. The qualitative data was analyzed using descriptive and inferential statistics. Data from interviews were analyzed qualitatively in an on-going process as the themes and sub-themes emerged from the data. The findings of the study showed that there was a strong relationship between head teacher supervision of curriculum implementation on quality education provision in Kisumu East Sub-county, Kenya. The study concluded that head teachers employed inadequate methods for supervision of teachers in the sampled schools, preferring to rely on written records to establish the quality of education, and reports from HODs. The study recommended that the head teachers should take up their roles as internal quality assurance officers and ensure that they attended supervision training sessions offered by Kenya Educational Management Institute.