DETERMINING THE RELATIONSHIP BETWEEN HEAD TEACHERS’ SUPERVISION AND COMPETENCY-BASED ASSESSMENT IMPLEMENTATION IN SPECIAL PUBLIC PRIMARY SCHOOLS IN KISUMU CENTRAL SUB-COUNTY
Abstract
This study aimed to determine the relationship between head teachers’ supervision and competency-based assessment for CBC implementation in special Public Primary Schools (PPSs) in Kisumu Central Sub-County. The study was guided by a mixed-methods descriptive survey approach. Two head teachers and seventy teachers from the two chosen special education primary schools in Kisumu Central Sub-County, Joyland Special School and Lutheran Special School, made up the population. Since both groups are directly involved in curriculum implementation and instructional supervision procedures, purposeful sampling was utilized to choose all 70 teachers and the two head teachers in charge of the special needs primary schools. Questionnaires and interview schedules were used in the data collection process. Both qualitative and quantitative techniques were used in data analysis. Tables, figures, and text were used to display the results. To determine the direction and intensity of the association between supervision and each aspect of curriculum implementation, correlation analysis was used. The results showed statistically significant associations between head teachers' supervision and all measures of instructional materials creation. Stronger associations were found between supervision and creativity (r =.644, p < 0.01) and between supervision and appropriate material use (r =.589, p < 0.01). Supervision and rubric development have the largest correlation (r = .672), indicating that supervision is especially crucial for developing technical assessment abilities that call for mentoring and guiding. Technical competency gaps, however, were found in areas like data analysis and ICT integration in assessment, indicating uneven teacher preparation and the need for ongoing professional assistance. Qualitative results further supported the idea that although evaluation procedures were getting better, they were still evolving and uneven among schools. The study comes to the conclusion that a major factor in the advancement of competency-based assessment procedures was the supervision of head teachers. But the results also showed that teacher proficiency levels differed greatly, especially when it came to data-driven evaluation and ICT integration. The study recommended that a consistent structure for instructional monitoring should be established by the Ministry of Education in order to implement CBC in special public elementary schools. To encourage uniformity in curriculum delivery across schools, the framework should include precise criteria and monitoring tools for supervision of work plans, lesson preparation, classroom instruction, instructional materials, and competency-based assessment. The creation and distribution of context-specific CBC support materials for special PPSs should be strengthened by the Kenya Institute of Curriculum Development. These materials should include teacher support materials, assessment guides, and instructional resources that are tailored to the needs of students with disabilities and meet CBC requirements.
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DOI: http://dx.doi.org/10.46827/ejse.v12i7.7064
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