Abstract:
There is an evident relationship between instructional supervision and teacher‟s
competences. Hence, due to the number of repetition rate in Kicukiro district primary
schools, instructional supervision practices have affectedcurriculum delivery leading to
not enough performing among primary schools inKicukiro District. According to
MINEDUC, (2018),report a high repetition rate was observed in 2015 (18.3%), while the
lowest repetition rate was observed in 2017 (12.5%). Kicukiro primary schools are not
performing adequately, and one of the leading causes is associated with head teachers
who do not provide enough time for their teachers to enhance their academic instruction
by checking teacher‟s documents and lesson to be delivered. The general objective of this
study was to investigate the effects of head teachers‟ instructional supervision practices
on teacher‟s competences in the primary schools of Kicukiro district. Specific objectives
of the study are (i) to find out the frequency of head teachers instructional supervision and
its effect on primary school teacher‟s competence in Kicukiro District, (ii) to find out the
teachers‟ attitudes vis-à-vis instructional supervision in Kicukiro District and (iii) suggest
mechanisms that would boost head teachers‟ instructional supervision practices and
thereafter improve primary school teachers‟ competence in Kicukiro District.In this
study10 head teachers and 30 teachers were related as informants. This research used the
following instruments: questionnaires, observation checklist, and interviews.After
collecting data the, researcher analyzed data in quantitative and qualitative. The findings
were organized around the research objectives and informed that most of the head
teachers conduct an instructional supervision practices at least every two weeks. As
reported by head teachers instructional supervision practices are hindered by multiple
responsibilities. Indeed the majority of head teachers (60.7%) denoted that instructional
supervision is hindered by teacher‟s negative attitudes and limited understanding of the
importance of this education practice. As conclusion, there is imperative to sensitize
educational practitioners about instructional supervision as direct assistance mechanism
to improve classroom practices.
