Influence of head teachers’ instructional supervision on teachers’instructional planning.A case study of public secondary schools in Karongi District

Abstract

This study investigated the influence of head teachers’ instructional supervision on teachers’ instructional planning in public secondary schools in Karongi District, Rwanda. Guided by Transformational Leadership Theory and Instructional Improvement Theory, the study aimed to examine the supervision practices of head teachers, assess teachers’ instructional planning practices, and explore the relationship between the two. A mixed-methods approach combining descriptive and correlational research designs was employed. The target population consisted of 1,493 participants, including 73 head teachers and 1,420 teachers. From this, a sample of 190 respondents was drawn, comprising 15 purposively selected head teachers and 175 randomly selected teachers using Slovin’s formula. Data collection instruments included questionnaires for teachers and semi-structured interviews for head teachers. Quantitative data were analyzed using SPSS version 26, applying descriptive statistics, Pearson correlation, and regression analysis, while qualitative data underwent thematic analysis. The findings revealed that head teachers frequently engaged in classroom observations, lesson plan checks, and feedback provision, although the quality and consistency varied. Teachers demonstrated moderate instructional planning practices, with limited use of learner data. A significant positive correlation (r = 0.614, p < 0.01) was found between instructional supervision and instructional planning, indicating that enhanced supervision is associated with improved teacher planning. Regression analysis showed that head teachers’ instructional supervision accounted for 37.7% of the variance in teachers’ instructional planning. The study concludes that effective instructional supervision plays a crucial role in improving instructional planning and recommends strengthening classroom observation routines, providing constructive feedback, and promoting data-informed planning practices among teachers. This study recommends to School Leaders, Teachers, and further studies.