Factors Influencing Effectiveness Of Instructional Supervision In Prisons Staff Training College (Pstc) In Ruiru District, Kiambu County, Kenya

ABSTRACT

The purpose of the study was to investigate the factors that influence instructional supervision in Prisons Staff Training College (PSTC) Ruiru, Kiambu County. The objectives of the study were; To establish the level of education among instructional supervisors in PSTC, to identify the supervisory strategies used by supervisors on instructional supervision in PSTC, to establish how the status of the curriculum affects instructional supervision in PSTC, determine the problems that are encountered by supervisors while supervising instruction in PSTC and to investigate how in-service and special training of supervisors influence instructional supervision in PSTC. Descriptive survey design was used in the study. The target population was 18 supervisors in prisons staff training college. Purposive sampling was used to get the sample since the supervisors have unique roles in PSTC.A Questionnaire was used to gather information from the respondents. Piloting of the instrument was done to test for its validity and reliability; this was done to three class instruction supervisors who were not included in the main study, the instruments were found to be valid and reliable. Data was analyzed using both qualitative and quantitative techniques. The following were the findings of the study; about 66.7% of the supervisors had bachelor’s degree. On the strategies/methods used by supervisors in instructional o were supervision in PSTC, majority of the supervisors (50.0% and above) rarely or never did the basics of supervision. On how the curriculum affects instructional supervision in PSTC, majority of the respondents (94.4%) set objectives at the beginning of the course in their sections. On Problems encountered by supervisors in instructional supervision, 34.9% of the supervisors felt that the timeline for the courses should be specified to improve instructional supervision. On Possible solutions to the problems of instructional supervision, 71.0% indicated that in-service training could improve instructional supervision. The following conclusions were drawn: most of the supervisors had a bachelor’s degree in various fields. The supervisors rarely or never did some basic instructional supervision, the objectives of the course were set in time and that the supervisors provided materials for curriculum delivery. Some of the problems given by the supervisors included invalidated curriculum, facilitation by unqualified instructors, unspecified timeline, inadequate resources and lack of cooperation among instructors. Suggestions from the supervisors, included, provision of in-service training, provision of adequate resources, recruitment on merit and consultation on area of specialization. The following recommendations were drawn from the findings, all supervisors should have a bachelor’s degree and above, they should be equipped with the necessary knowledge and skills, The basic instructional supervision should be made a routine, provision of quality and enough instructional materials in time, set a timetable of the courses, validate the existing curriculum and recruit qualified instructors and supervisors and regular in-service training for supervisors.