COLLABORATIVE PEER SUPERVISION IN ENHANCING THE EFFECTIVENESS OF TEACHERS OF ENGLISH LANGUAGE IN PUBLIC SECONDARY SCHOOLS IN KAKAMEGA COUNTY, KENYA.

Abstract

Supervision of instruction is one of the most effective tools for ensuring quality curriculum delivery in schools. To ensure quality delivery of the English language curriculum in public secondary schools in Kenya, an effective supervision model for teachers of English, which is currently lacking, is required. This study therefore, sought to explore English Language teachers` views about the usefulness of Collaborative Peer Supervision Approach, in enhancing Teacher Effectiveness in the teaching of English language in public secondary schools in Kakamega County, Kenya. The study was guided by four objectives: To assess the current supervisory role of Heads of English Department in the supervision of English Language teachers, to determine English Language teachers` level of awareness about Collaborative Peer Supervision approach to supervising the teaching of English Language in public secondary schools, to establish the supervisory knowledge and skills that English Language teachers possess, to fully utilize Collaborative Peer Supervision (CPS) approach in supervising the teaching of English Language in public secondary schools, to investigate English Language teachers` perceptions about the utilization of Collaborative Peer Supervision approach in the supervision of the teaching of English Language in public secondary schools. All teachers of English, and English Language Departmental Heads (HODs), from the 417 public secondary schools in Kakamega County, constituted the study population. A sample size of 311 participants was used in the study. The study used multi-stage sampling technique, in which, study participants were sampled in stages. Proportionate and simple random sampling techniques were used to select 286 Teachers of English, who participated in the quantitative phase of the study, while, purposive sampling was employed in the selection of 25 HODs from the 417 HODs in the public secondary schools, who were interviewed. The study adopted the Convergent Mixed Methods Research Design. The questionnaire was used to collect quantitative data, while an in-depth interview guide was used to collect qualitative data. Quantitative data were analyzed using descriptive and regression analyses, while Qualitative data were coded and analyzed thematically. The major findings of the study were that, teachers of English perceive CPS as an effective supervision approach, that can enhance their teaching effectiveness. Further, a positive perception and satisfaction with CPS were significantly associated with improved effectiveness of teachers of English. The study concluded that CPS is an effective supervision approach, positively perceived by teachers of English as effective, and can enhance their teaching effectiveness. The study recommends that CPS is an effective supervision approach and should be adopted as an official supervision model for Teachers of English, in secondary schools in Kenya, to compliment the current TPAD.