Key points are not available for this paper at this time.
The study aimed to investigate the challenges of head teachers' instructional supervision in public primary schools in Nyaruguru District, Rwanda, and propose mitigation strategies. The specific objectives included identifying key challenges faced by head teachers, examining current instructional supervision practices, and exploring effective strategies to address these challenges. The research was significant for various stakeholders. It provided insights into the challenges of instructional supervision, informing academic inquiry specific to primary education. Education stakeholders could use the study to enhance teaching quality and student performance in Nyaruguru District's primary schools. The Path-Goal Theory, postulated by Robert House in 1971, guided this study. The study utilized a descriptive research design with a mixed approach, 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, reported by 83.1% of respondents, insufficient time for supervision due to heavy workloads (79.1%), and limited resources and support from educational authorities. Head teachers were committed to regular classroom observations and feedback mechanisms, with 76.4% providing timely feedback and 80.3% regularly observing classroom teaching. Increased resource allocation, reduced workload, and additional instructional supervision training were among the recommended effective strategies. The need for more up-to-date training, fewer administrative responsibilities, and individualized supervisory strategies to accommodate a variety of teaching styles was further emphasized in interviews with head teachers. The study came to the conclusion that head teachers were actively engaged in improving instructional quality despite facing significant obstacles. With more robust and consistent support systems, these practices' effectiveness could be enhanced. It is recommended that the government invest in comprehensive training programs for head teachers and allocate increased funding to provide essential resources, such as teaching materials, technological tools, electricity, and infrastructure improvements. Policies should be implemented to reduce the administrative workload of head teachers by hiring additional staff, allowing them more time for instructional supervision. Head teachers should pursue professional growth, foster collaboration, and conduct regular classroom observations with meaningful feedback. 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.
Nsengimana et al. (Thu,) studied this question.