Influence of Principals’ Instructional Supervisory Practices on Teacher Motivation in Secondary Schools in Turkana West, Turkana County Kenya

Abstract

The study investigated on the influence of principals’ supervisory practices on teacher motivation in secondary schools in Turkana West Sub County. Embedded design was adopted. The target population comprised of all; secondary schools, principals, board of management, teachers and field education officers. Simple random and purposive sampling techniques were used. Data was collected using focused group discussions, in-depth interviews guides and questionnaires. Quantitative data was analyzed using both descriptive and inferential statistics while qualitative data was analyzed using transcription, coding, categorizing and coming up with themes. The study results revealed that principals’ supervisory practices had positive correlation to teacher motivation. It further established that positive effect of the principals’ supervisory practices on teacher motivation were impeded by financial constraints faced by principals. The study recommended that principals should adopt clinical and collegial supervisory practices. That principals should involve teachers in collective goal setting as well as awarding outstanding teachers’ performance. The study also recommended that principals should initiate income generating projects in schools and involve parents’ teachers’ association in raising funds to ease financial constraints that impede supervisory practices that mitigate on teacher motivation.