Head teacher’s instructional supervision in public primary schools of Nyaruguru District: challenges and mitigations

Abstract

The study aimed to investigate the challenges faced by head teachers' in their instructional supervision in public primary schools in Nyaruguru District, Rwanda, and proposed mitigation strategies. The study utilized a mixed research design, incorporating both quantitative and qualitative methods. The target population included 102 head teachers and 1769 teachers from public primary schools in Nyaruguru District. Stratified sampling was used to ensure representation from all schools, with simple random sampling to select schools and teachers. The sample size for teachers was 326, determined by the Yamane formula, and 10 primary schools and 10 head teachers were selected. Data collection instruments included a Likert scale questionnaire and semi-structured interviews. Validity and reliability of the instruments were ensured through content validity and Cronbach's alpha. Data analysis involved descriptive statistics for quantitative data, including mean and standard deviation, and thematic analysis, content analysis, and narrative analysis for qualitative data. SPSS Version 26.0 was used for quantitative analysis. Significant challenges identified included inadequate training in modern instructional supervision techniques, reported by 83.1% of respondents. Additionally, 79.1% noted insufficient time for supervision, primarily due to heavy administrative workloads that take priority. Limited resources, such as teaching materials, technology, and supervision tools, were also highlighted as a barrier, with respondents mentioning difficulties in accessing up-to-date materials for effective classroom observations. Furthermore, there was a lack of consistent support from educational authorities, including insufficient follow-up on directives and inadequate provision of resources necessary for successful implementation of supervision practices. Despite these challenges, head teachers were committed to regular classroom observations and feedback mechanisms, with 80.3% observing classroom teaching regularly and 76.4% providing timely feedback. Effective strategies suggested included additional training in instructional supervision, workload reduction, and increased resource allocation. Interviews with head teachers further emphasized the need for updated training, reduced administrative tasks, and tailored supervisory strategies to accommodate diverse teaching styles. The study concluded that while head teachers faced significant challenges, they were actively engaged in enhancing instructional quality. The effectiveness of these practices could be improved with more consistent and robust support systems. Recommendations were made for the Ministry of education to invest in comprehensive training programs, allocate increased funding to schools, and consider policies to reduce administrative workloads. Head teachers were encouraged to seek professional growth opportunities, foster collaborative environments, and dedicate time to regular classroom observations. Teachers were advised to participate in professional development, work closely with colleagues, seek feedback, and use available resources effectively. NGOs and the private sector were urged to partner with schools to provide additional resources and support programs. Future research could investigate the correlation between instructional supervision and student performance, conduct comparative studies across regions, and explore the use of technological tools in supervision practices.