Exploring the Influence of Head Teachers’ Instructional Supervision on the Development of Competencies in Lesson Preparation for Science and Elementary Technology Teachers in Public Primary Schools in Gasabo District, Rwanda

https://doi.org/10.51867/ajernet.6.1.20

Authors

Keywords:

Classroom Observation, Constructive Feedback, Lesson Preparation, Post-Observation, Pre-Observation, Teachers’ Competences

Abstract

This study investigates the influence of head teachers' instructional supervision on the competences of science and elementary technology teachers in public primary schools in Gasabo District, Rwanda. Effective instructional supervision is crucial for developing teachers' abilities in lesson preparation, which is vital for improving student learning outcomes. The theoretical framework is grounded in the Teacher Professional Growth theory. Using qualitative design, the study surveyed a population of teachers and head teachers from 40 public primary schools in Gasabo district, whereby 132 people including both teachers and head teachers were targeted. Purposive sampling techniques were utilized, resulting in a sample of 5 head teachers and 24 teachers who were selected by the mean of snowball sampling technique. Data collection involved qualitative methods, including interviews and document review, with thematic analysis applied to analyze research data. The findings reveal that head teachers often neglect pre-observation conferences and fail to provide constructive feedback after classroom observations. This lack of comprehensive supervision hinders teachers' professional development and their ability to effectively prepare lessons. The study shows a clear link between the involvement of head teachers in instructional supervision and the improvement of teachers' competences in lesson planning. The study concluded that low levels of head teachers' involvement in instructional supervision practices had a direct negative influence on the development of competences in lesson planning among science and elementary technology teachers, which in return affected their ability to effectively plan and implement their lessons. To address these issues, the study recommends that head teachers conduct regular pre-observation conferences and offer meaningful feedback to teachers. Additionally, it suggests that Sector Education Inspectors should frequently inspect schools to ensure proper implementation of instructional supervision practices. Furthermore, continuous professional development for head teachers is advised to enhance their supervisory skills. The research highlights the importance of effective instructional supervision in fostering teachers' professional growth and improving educational outcomes. By implementing the recommended practices, schools in Gasabo District can better support their teachers, ultimately benefiting students' learning experiences.

Author Biography

Dr. Dan Imaniriho , University of Rwanda-College of Education

Doctor 

Dimensions

Abubakar, M. B. (2020). Impact of instructional materials on students' academic performance in Physics, in Sokoto-Nigeria. Earth and Environmental Science, 476(1), 012207. https://doi.org/10.1088/1755-1315/476/1/012071 DOI: https://doi.org/10.1088/1755-1315/476/1/012071

Asafu-Adjaye, P. (2012). Private Returns on Education in Ghana: Estimating the Effects of Education on Employability in Ghana. African Sociological Review, 16(1), 121-139. https://doi.org/10.57054/asr.v16i1.3843

Chan, M. C. E., Roche, A., Clarke, D. J., & Clarke, D. M. (2019). How do teachers learn? Different mechanisms of teacher in-class learning. In G. Hine, S. Blackley, & A. Cooke (Eds.), Mathematics education research: Impacting practice (pp. 164-171). Proceedings of the 42nd annual conference of the Mathematics Education Research Group of Australasia. MERGA.

Chen, C.-C. (2018). Facilitation of teachers' professional development through principals' instructional supervision and teachers' knowledge-management behaviors. IntechOpen. https://doi.org/10.5772/intechopen.77978 DOI: https://doi.org/10.5772/intechopen.77978

De Villiers, R. (2013). 7 principles of highly effective managerial feedback: Theory and practice in managerial development interventions. International Journal of Management Education, 11(1), 66-74. https://doi.org/10.1016/j.ijme.2013.01.002 DOI: https://doi.org/10.1016/j.ijme.2013.01.002

Ekyaw, B. A. (2014). The practices and challenges of instructional supervision in Asossa Zone primary schools (Master's thesis). Jimma University, Ethiopia.

Fritz, C., & Miller, G. (2003). Supervisory options for instructional leaders in education. Journal of Leadership Education, 2(2), 13-27. https://doi.org/10.12806/V2/I2/RF2 DOI: https://doi.org/10.12806/V2/I2/RF2

Fullan, M. (2020). The right drivers for whole system success 01. Michael Fullan.

Habyarimana, C., & Andala, O. (2022). School environmental factors and students' academic performance in twelve years' basic education in Rwanda: A case of Rwamagana District. Global Scientific Journal: 10(3), 2366-2379

Halim, S., Wahid, R., & Halim, T. (2018). Classroom observation-A powerful tool for continuous professional development (CPD). International Journal on Language, Research and Education Studies, 2(7), 162-168. https://doi.org/10.30575/2017/IJLRES-2018050801 DOI: https://doi.org/10.30575/2017/IJLRES-2018050801

Ikegbusi, N. G. (2014). Towards enhancing staff personnel management in secondary schools in Anambra state. Journal of Educational Research, 2(3), 117-124.

Imaniriho, D. (2011). Decentralized supervision of schools in Kigali city: issues and challenges. In Journal of education and practice, vol. 2, No 1, pp.1-13

Imaniriho, D.; Manirakiza, V.; Mukingambeho, D.; Nyirishema, M.; Muhire, I.; Buhigiro, J.L. (2024). Assessing Competences of Geography Students Acquired through the Competence-based Teaching and Learning Approach in Rwandan Secondary Schools. The East African Journal of Education and Social Sciences, 4 (6), 94-107. https://doi.org/10.46606/eajess2023v04i06.0337 DOI: https://doi.org/10.46606/eajess2023v04i06.0337

James, S. (2021, February 9). 3 most popular ways to give teachers immediate feedback after a walkthrough. Education Walkthrough. https://educationwalkthrough.com/3-most-popular-ways-to-give-teachers-immediate-feedback-after-a-walkthrough/abcdefghijklmnoprstuvwyz

Lia, M. (2016). Using an observation coaching checklist to provide feedback to teachers. Journal of Catholic Education, 19(1), 312-327. https://doi.org/10.15365/joce.1901122016 DOI: https://doi.org/10.15365/joce.2001152016

Malunda, G. M., Kiggundu, E., & Kizito, R. (2016). Instructional supervision and the pedagogical practices of secondary school teachers in Uganda. Journal of Education and Practice, 7(30), 179-186. https://files.eric.ed.gov/fulltext/EJ1118918.pdf

Manaseh, A. (2016). Instructional leadership: The role of heads of schools in managing the instructional programme. International Journal of Educational Leadership and Management, 4(1), 30. https://doi.org/10.17583/ijelm.2016.1691 DOI: https://doi.org/10.17583/ijelm.2016.1691

Milkova, S. (2020). Strategies for Effective Lesson Planning. Center for Research on Learning and Teaching. https://crlt.umich.edu/gsis/p2_5

Mitchell, R., Ayinselya, R.A., Barrett, A.M, Cortez Ochoa, A.A., David, O., Imaniriho, D., Nwako, Z.A., Reda, N.W. & Singh, M. (2024). Teacher professional development in Africa: A critical synthesis of research evidence. CIRE, Bristol.

Mofareh, A. (2011). School-based instructional supervision in Saudi Arabian public secondary schools (Doctoral thesis, University of York).

National Institute of Statistics of Rwanda. (2021). Rwanda statistical yearbook 2021. National Institute of Statistics of Rwanda. February 2024. Retrieved from https://www.statistics.gov.rw/publication/1767

Nshimiyimana, P., & Sikubwabo, C. (2022). Contribution of instructional supervision practices by the school authorities in improving learners' academic performance in private secondary schools, Burera District, Rwanda. Working Papers 2022-41-03. Voice of Research. https://ideas.repec.org/p/vor/issues/2022-41-03.html

Rwanda Education Board. (2019). The national teacher CPD framework Kigali, Rwanda. February 2024 Retrieved from https://www.eenet.org.uk/resources/docs/THE_NATIONAL_TEACHER_CPD_FRAMEWORK-Booklet-B5Size.pdf

Sharma, S., Yusoff, M., & Kannan, S. (2011). Instructional supervision in three Asian countries: What do teachers & principals say? In Proceedings of the 2nd International Conference on Education and Management Technology (IPCSIT Vol. 13). IACSIT Press.

Siddiqua, A. (2019). Classroom observation as a tool for professional development. World Journal of English Language, 9(1), 49-56. https://doi.org/10.5430/wjel.v9n1p49 DOI: https://doi.org/10.5430/wjel.v9n1p49

Sneider, C. I., & Wojnowski, B. (2013). Opening the door to physics through formative assessment. The Physics Teacher, 51(5), 290-293. https://doi.org/10.1119/1.4807750

Srinivasan, P. (2016). Educational evaluation. In Evaluation in education (pp. 1-44). Laxmi Book Publication.

Ukobizaba, F., & Nizeyimana, G. (2022). Active learning through assessment for learning: A way to enhance students' understanding of mathematical concepts. Rwandan Journal of Education, 5(2), 193.

UR-CE (2019) Continuous Professional Development Diploma in Effective School Leadership. Student Manual, Volume 1, 3rd Edition, Kigali.

UR-CE (2021) Continuous Professional Development Diploma in Effective School Leadership (CPD-DESL), Student Manual, Module 4: Leading Learning & Leading Teaching, 4th edition, June 2021.

UR-CE (2023) Continuous Professional Development Diploma in Effective School Leadership (CPD-DESL), Student Manual, Module 2: Managing the school as an organization, 5th edition, March 2023.

UNICEF. (2000). Defining quality in education. New York, NY: United Nations Children's Fund.

Uwaleke, G. C., Iyala, F. E., & Yakubu, S. (2021). Principals' instructional supervisory roles and teachers' job performance in public secondary schools in Ekiti State, Nigeria. African Scholars Journal of Contemporary Education Research (JCER-8), 21(8), 14-19. https://www.africanscholarpublications.com/wp-content/uploads/2021/10/AJCER_Vol21_No8_June_2021-1.pdf

Williamson, R., & Blackburn, B. (2021, March 10). Offering constructive feedback to teachers. MiddleWeb. https://www.middleweb.com/44717/providing-constructive-feedback-to-teachers/

Published

2025-01-18

How to Cite

Nsengumuremyi, E., & Imaniriho, D. (2025). Exploring the Influence of Head Teachers’ Instructional Supervision on the Development of Competencies in Lesson Preparation for Science and Elementary Technology Teachers in Public Primary Schools in Gasabo District, Rwanda. African Journal of Empirical Research, 6(1), 213–224. https://doi.org/10.51867/ajernet.6.1.20