THE ROLE OF HEADS OF DEPARTMENT IN QUALITY ASSURANCE AND STANDARDS IN SELECTED PUBLIC SECONDARY SCHOOLS IN GITHUNGURI DISTRICT
BY
KAMAU DAVID MACHARIA
EDU/PGEM/9031/10
A RESEARCH PROPOSAL SUBMITTED IN PARTIAL FULFILLMENT FOR THE AWARD OF EXECUTIVE MASTERS DEGREE IN LEADERSHIP AND POLICY IN EDUCATION
MOI – NAIROBI CAMPUS
APRIL 2011
DECLARATION
I hereby declare that this proposal is my original work and has not been presented for a Degree in any other University. No part of this proposal should be reproduced without my permission and/or that of Moi University.
Kamau, D. M. ___________________ _______________
EDU/PGEM/9031/10 Signature Date
This proposal has been submitted for examination with my approval as university Supervisor:-
Dr. Kindiki __________________ _________________
Signature Date
Senior Lecturer,
Department of Education Management &
Policy Studies
Moi University
ABSTRACT
The desire to provide quality education for all Kenyan children was one of the major objectives of the struggle for independence. Available evidence (Ofsted, 2005) however shows that some schools go for as long as two to three years without being inspected. Also, rarely do heads of departments supervise curriculum effectively in their departments. This has been the case in Githunguri district, with most schools going for as long as five years without government supervision. This study, therefore seeks to investigate the role of heads of department in quality assurance and standards in public secondary schools in Githunguri district. This study will be guided by Piaget's theory of Cognitive Development advanced in 1964. Piaget’s theory emphasize that effective curriculum supervision translate abstract concepts into concrete facts enhancing performance.
The study will employ a descriptive survey study. Purposive sampling will be used to select 30% of the schools in the District. The schools will be divided into strata’s depending on the schools mean grade at the 2009 KCSE: those schools with more than 5.0 mean grade will be categorized as “good academic performers” while those below 5.0 will be categorized as “poor academic performers”. The respondents for the study will be Heads of Departments in mathematics and science subjects in the selected schools. Heads of Departments will be sampled purposively each school. Questionnaires will be the main data collection instruments.
Descriptive methods will be employed and data presented in the form of frequency distribution tables and pie charts that will facilitate description and explanation of the study findings. SPSS will be used to generate frequency distribution tables. The findings are expected to provide schools in Githunguri District, Ministry of Educational Planners and KIE with a better understanding of the important role of HODs in quality assurance and standards supervision in public secondary schools. The impact of effective supervision of quality assurance and standards in public secondary schools especially with a follow up by heads of departments will be clarified.
TABLE OF CONTENTS
CHAPTER ONE
1.0 INTRODUCTION
1.1 Background of the Study
The overall educational policy of the government of Kenya is to achieve education for all (Moest, 2008). The priority is to ensure equitable access and improvement in quality and efficiency at all levels of education. The ultimate goal is to develop an all inclusive and quality education that is accessible and relevant to all Kenyans for self-reliance (Sifuna, 2003). This is guided by the understanding that good education can contribute significantly to economic growth, improved employment prospects and income generating opportunities for sustainable development.
To ensure quality of education is maintained in various parts of the world, certain bodies are set up by the governments and stakeholders (Dick, 1996). In Europe, for example, the Bergen Conference of European Ministers Responsible for Higher Education 19-20 May 2005 adopted Standards and Guidelines for Quality Assurance in the European high school and Higher Education Area (Dick, 1996). The complete set of standards and guidelines are given in the (European Quality Assurance) ENQA report Standards and Guidelines for Quality Assurance in the European Higher Education Area (Dick, 1996). The body is charged with ensuring quality assurance (internal quality assurance, external quality assurance and standards for external quality assurance agencies) in education at all education levels such as policy and procedures for quality assurance; approval, monitoring and periodical review of programmes and awards; assessment of students; quality assurance of teaching staff; learning resources and student support; internal quality assurance procedures and external quality assurance procedures (Diamond, 2007).
In Kenya, quality assurance is done by a department in the ministry of education formally referred to as the Inspectorate but now called “The Department of Quality Assurance and Standards”(Moest, 2009). This department is charged with the responsibility of Ensuring that there is standardization of education throughout the Republic, Carrying out various types of inspections of schools and colleges namely: Routine/advisory inspection, Panel inspection, Subject inspections, Mass inspection (e.g. Presidential Trophy Awards)Special inspection– school registration, School mass indiscipline, Public examination centre, Recognition and registering of schools (Saitoti, 2003). Other responsibilities include: Providing advisory and consultancy services pertaining to the design, development, implementation and evaluation of the curriculum, Organizing the final Practical Teaching in both Primary Teacher Education and Diploma Colleges: Producing and disseminating teaching and learning resources, Carrying out research as it undertakes comparative observations of various trends of curriculum (Ofsted, 2005). The department has to liaise with Kenya National Examinations Council to assess all levels of education in schools and colleges and participating in moderating and marking of examinations. It has to collaborate with Kenya Institute of Education in designing, planning and implementing all curricula for Pre-primary, Primary, Secondary and Teacher Education. The department has three main bodies namely The Quality Assurance body, The Kenya National Examination Council and the Kenya Institute of Education (Galabawa, 2003).
Little is known about the role of heads of department in quality assurance and standards supervision (Kinyanjui and Ogula, 2008). Research shows that internal curriculum supervision done in a rich environment promotes change and effectiveness in the teaching-learning process. Research says supervised learning technologies in general have positive effects on student achievements in all subject areas, improve achievement of high aptitude learners, assist the teaching and learning of students with special needs, produce positive effects on attitudes toward learning, help teachers in the use of technology more effectively to enhance learning of their students, improve students' attitudes and motivation, improve students' team work and help develop higher order thinking skills (Okumbe, 1999; Olembo, 2002; Sifuna, 2003; Saitoti, 2003; Ofsted, 2005).
Previous researchers have suggested that a number of factors contribute to the establishment of quality education in schools. For example, Digolo (2003), and Olembo (2002) observed that the maintenance of factors such as curriculum, instructional materials, equipment, school management, teacher training and resources are some of the indicators of quality education. In addition, Wekesa (2009) reported that low performance could be attributed to inadequate finance which resulted to inadequate supply of teaching and learning materials and equipment. Olembo (2002) also suggested that provision of quality education requires that heads of departments be involved in translation of education policies and objectives into viable programmes within the school; while Wangari (2005) emphasized that on a daily basis heads of department have the responsibility to ensure that teachers implement the set curriculum.
In order to support teaching and learning processes, Dick (1996) observed that the heads of department should ensure quality curricular supervision. Digolo (2003) suggested that the quality of heads of department is a relevant indicator of quality schools, and therefore underscored the importance of heads of department in curriculum supervision. Given this background, the aim of the current study is to investigate the role of heads of department in quality assurance and standards and the challenges they face in their attempts to provide quality education.
1.2 Statement of the Problem
The desire to provide quality education for all Kenyan children was one of the major objectives of the struggle for independence. The government is currently implementing measures to improve the quality of education in secondary schools. The Kenya Education Staff Institute is strengthening capacities of education managers and reviewing staffing norms in order to ensure the equitable distribution of teachers and thus improve on their utilization. The government is also providing in-service education for teachers in various subjects to enhance subject mastery, and rationalizing the curriculum with a view to reduce the workload on both students and teachers. Despite the efforts to provide quality education, the secondary sub-sector continues to face challenges that could compromise the quality of education provided. The current study sets out to investigate the role of heads of department in quality assurance and standards in public secondary schools in Githunguri district.
One indicator of quality education is evidenced by the performance of schools in the national examination outcomes (Saitoti, 2003). In Githunguri district found in Kenya, examination performance has long remained poor especially when compared to the neighboring Thika and Kiambu districts. The expected maximum mean score is 12 the equivalent of grade A, while the minimum score is 1 the equivalent of grade E. The performance of Githunguri district in national examinations in 2004 -2009 was averagely a mean score of 4 the equivalent of D+ which is considered a failure because the graduates of this grade cannot be admitted in most careers for further education and training. From the literature reviewed, no research on quality assurance and standards has been conducted in this district to find out why the quality of education has remained low.
Performance in national examinations in secondary schools in Githunguri district is poor. The performance of the district in national examinations between the years 2004-2009 lies in the bottom 25% of schools in Central province. Poor performance has persisted despite the fact that the schools in the District are assumed to be having adequate and well-trained teachers, fairly well qualified pupils from primary schools, trained and qualified head teachers. The reasons for poor performance cannot be easily discerned without focused investigation. Surveys on examination performance have shown that a majority of schools which display good results each year have adequate facilities and good human resources. Certainly, the same cannot be said of Githunguri district where about 35% of the schools perform well while the others perform dismally. What is the cause for this difference in performance between the schools? Is it that the schools that perform better have effective heads of departments? What is the role of supervision of HODs on ensuring quality assurance and standards? The study seeks to provide answers to such questions. Schools will be grouped into high performing, medium performing and low performing strata’s.
Available evidence (Ofsted, 2005) however shows that some schools go for as long as two to three years without being inspected. Also, rarely do heads of departments supervise curriculum effectively in their departments. This has been the case in Githunguri district, with most schools going for as long as five years without government supervision. Additionally, the inspection process would need more personnel with adequate training. This scenario added to the deteriorating performance of schools in Githunguri district makes this study a step towards realizing quality education through effective quality assurance and standards supervision by heads of departments. In a study conducted in Uasin Gishu District, it was found out that schools which were rarely inspected performed poorly in national examinations (Wangari, 2005). There have been intervention measures taken to curb deteriorating performance in Mathematics and sciences. They include SMASSE for mathematics and the three sciences as well as equipping of laboratories by the ministry of education. Currently, the ministry of education through SMASSE is carrying out a sensitization programme aimed at creating awareness among principals on the importance of SMASSE and eventual improvement of performance in mathematics and sciences. There was also the TSC incentive programme given to mathematics and science teachers. Despite all this interventions, performance of mathematics and sciences continue to drag. What could be the cause for this continued poor performance despite the myriad interventions aimed at mathematics and sciences?
With the persistent poor academic performance in the district, there is a need to identify strategies which can be laid down by heads of departments as in their role as Quality Assurance agents in their respective departments in order to bring about improved performance in national examinations. This study, therefore seeks to find out the role of heads of department in quality assurance and standards and possible strategies that could be put in place to provide quality education in Githunguri District.
1.3 Purpose of the Study
The main purpose of this study will be to investigate the role of heads of department in quality assurance and standards in public secondary schools in Githunguri district.
1.4 Research Objectives
The main purpose of this study will be to.
i) To find out the supervisory methods employed by heads of department in public secondary schools.
ii) To find out the teaching and learning methods used in public secondary schools.
iii) To find out the challenges experienced by heads of department in ensuring quality assurance and standards in public secondary schools.
iv) To provide suggestions that will help heads of department in ensuring quality assurance and standards in public secondary schools.
1.5 Research Questions
The study will be based on the following research questions:
i) What are the supervisory methods employed by heads of department in public secondary schools?
ii) What are the teaching and learning methods used in public secondary schools?
iii) What are the challenges experienced by heads of department in ensuring quality assurance and standards in public secondary schools?
iv) What suggestions can help heads of department in ensuring quality assurance and standards in public secondary schools?
1.6 Research Hypothesis
The following null hypothesis will be tested in the study:
H01: There is no relationship between supervisory methods used by HODs and quality assurance and standards in public secondary schools.
1.7 Significance of the Study
The findings are expected to provide schools in Githunguri District, Ministry of Educational Planners and KIE with a better understanding of the important role of HODs in quality assurance and standards supervision in public secondary schools. The impact of effective supervision of quality assurance and standards in public secondary schools especially with a follow up by heads of departments will be clarified.
1.8 Scope of the Study
The study will confine itself to the activities of the heads of departments in quality assurance and standards supervision in the secondary schools of Githunguri District. The quality assurance and standards supervision in the last five years will also be examined.
1.9 Assumptions of the Study
The study is based on the following assumptions:
- That the researcher will get permission from the Githunguri District DEOs office to carry out the study.
- That secondary school head teachers in the selected schools will allow the researcher to carry out the study.
- That the respondents will respond to the questionnaire in an honest manner and provide information that will be useful for the study.
1.10 Limitations of the Study
The concept of quality assurance and standards supervision by HODs is under emphasized as a compulsory part of the curriculum implementation process. However, head teachers have recognized that it is an invaluable tool in achieving competitive edge over other schools. The study findings will form a conceptual basis upon which such a requirement can be hinged so as to apply in all secondary schools in developing countries where they do not exist. It may however be difficult to apply to institutions of higher learning where quality assurance is often in-built in the curriculum design.
1.11 Theoretical Framework
This study will be guided by Piaget's theory of Cognitive Development advanced in 1964. Piaget’s theory emphasize that effective curriculum supervision translate abstract concepts into concrete facts enhancing performance.
Piaget's theory expounded by Wadsworth (1984) asserts that children's mental constructs are developed through their experiences in their environment. The theory holds that, the cognitive structure develops valiantly or sequentially and interactively from the concrete to the more abstract one. In this study the researcher expects that the curriculum set up should prepare the student from simple to complex nature and hence lead to improved performance in terms of grades attained, because a sequential process is followed.
Piaget's theory suggests that teaching methods and materials should be consistent with children's levels of conceptual development. Active physical and mental interactions of the child with the environment that permit construction are seen as the most important school related factors in cognitive development. The act of constructing is the essence of intellectual development. Regarding school experiences and cognitive development, Piaget wrote:
“Experience is always necessary for intellectual development. But I fear that we may fall into the illusion of being submitted to an experience that is sufficient for a subject to disengage the structure involved. But more than this is required. The subject must be active, must transform things and find the structure of his own actions on the objects (Piaget, 1964:4 in Wardworth 1984:195).”
According to Piaget (1964), cognitive reorganization resulting from assimilation and accommodation can come about only through the actions of the child. Thus actions, physical or cognitive, must occur if cognitive reorganization is going to take place. Piaget asserts that assimilation and accommodation of actions are always under internal control (equilibration), and the reorganization of cognitive structures in a particular way, which can never be ensured by external organization of experience. Throughout the stage of concrete operations, the manipulation of objects and materials, dealing with concepts to be learned is most important. During this stage, concrete experiences that result in reflective abstraction generate conceptual development (Wadsworth, 1984). In this study the researcher recognizes the abstract nature of some subjects but appreciates curriculum developers effort in the introduction of integrated syllabus introduced in the year 2003. The researcher also appreciates a lot of effort that teachers make to make sure that their students understand whatever is being taught.
Piaget’s theory was applied to secondary school students because most of them are at the critical stage of learning new concepts, which are as challenging to them as they are to the young children in their new environment. Then, the theory blends itself well to the secondary school students who are experiencing some subjects that some teachers have claimed to be abstract (Kawoya 1988). For instance, in English literature, the unfamiliar setting of William Shakespeare’s text ‘Merchants of Venice’ is difficult to understand unless teaching aids are used. It is the responsibility of the teacher to organize the learning process to be more meaningful to the learner as espoused by Wadsworth (1984):
"Most Piagetians believe that school experiences can have an impact on children's acquisition of knowledge if teaching practices are brought in line with children's ways of learning… Most Piagetians agree that teachers can help facilitate cognitive development, but most argue for an enrichment approach that permits children to solidify and generalize the knowledge they have (Wadsworth, 1984:197).”
This observation calls upon the teacher to use among other things instructional materials to enable the learner make meaning out of the concepts he/she learns. A teacher who conceptualizes intelligence as developing may be motivated to help the poor performer by use of instructional resources. How teachers conceptualize learning will influence their actions. Teachers' expectations of how children can perform in the classroom are derived from their conceptualizations. Teachers' expectations are communicated to students and these affect their achievement. How teachers conceptualize learning and how each organizes the instructional process, has a lot to do with how much is learned and who learns in their classrooms. Therefore, teachers' perception of learning will depend on the attitude held. All this activities are aided by a well organized head of department through quality assurance and standards supervision at the department level.
This theory will be applied in this present study on the basis of its function and utility in predicting behaviour as well as its persuasive power, logic and novelty.
1.12 Operational Definition of Terms
The following terms will be used in the study to convey the meaning shown:
Quality Assurance and Standards Department: This department is a department in the Ministry of Education Science and Technology charged with the establishment, maintenance and improvement of standards of education in the Kenyan schools and colleges.
Secondary Education: Secondary Education is the four years of formal schooling
that follows eight years of primary education in the 8-4-4 education system in Kenya.
Supervision: This is a process that entails watching; keeping a check, monitoring or making sure curriculum implementation is done efficiently and effectively.
Teaching: This is the act of a person deliberately imparting knowledge, concepts, skills and attitudes to a student during a lesson (using various approaches).
Curriculum: Values, traditions, factors and forces that influence the kind, quality and quantity of experience the schools offers its learners. The subjects, which the learners study at a particular school or learning institution.
Inspection: Visits to schools for checking on facilities, equipment, administration and the actual teaching by the individual teachers.
CHAPTER TWO
2.0 LITERATURE REVIEW
2.1 Introduction
This chapter contains literature review on the role of heads of department in quality assurance and standards in public secondary schools in Githunguri district. Literature will be collected from theses, books, ministry documents, education management and leadership journals and the internet.
2.2 Quality Assurance in Education
Quality Assurance (QA) can be simply defined as a system to support performance according to standards (Bell, 2002). It implies a systematic way of establishing and maintaining quality improvement activities as an integral and sustainable part of systems or in learning institutions. In the education system, this includes all activities that contribute to the design, assessment, monitoring of standards agreed upon by all stakeholders and improving quality of service delivery, client satisfaction and effective utilization. In most cases, managers and supervisors tend to limit the standards to professional or technical ones, but in social services, client focused or “customer service” standards are very important determinants of utilization of the services, (Feldman 2005). In a competitive environment quality assurance (QA) is an important topic for everyone who is involved in education: the academic staff, the students, as well the taxpayers. QA, in higher education, refers to a series of review procedures designed to safeguard academic standards and promote learning opportunities for students (Davies, 2005).
Quality Assurance clearly emerged as a principal business methodology in the Western world throughout the 1950's and in the early 1960's (Wood, 2007). It was developed first in the business sector because, as everybody knows, commercial success depends on it. The need to maximize profit in a competitive environment requires that costs are reduced and sales increased. On the other hand it is well known that the best way to increase sales is to have a product or service that is in demand and of high quality at an affordable price. In a clear contrast, over the same period, quality was not of concern to the higher education sector. Why was that? Because for a long period of time, higher education was seen as an essential public good for which abundant government funding was required and guaranteed, (Thareja, 2007).
The management of education is a reserved ministry in the government (Saitoti, 2003). The department of quality assurance in the ministry is charged with the responsible of ensuring quality education in Kenya. Kenya institute of education (KIE) is responsible for the development of the national curriculum, which ensures that our national goals are achieved while the inspectorate department is in charge of implementation and supervision of the curriculum while the Kenya national examinations council (KNEC) assesses the curriculum based on set objectives and good performance at KCSE signifies quality education. Therefore the KNEC acts as an assessor to the efforts of the curriculum supervisors, and good performance shows the effectiveness of curriculum supervision.
2.2.1 The Department of Quality Assurance and Standards
The department of Quality Assurance and Standards (inspectorate) is a department of the Directorate (MOEST, 2005). The Chief Inspector of Schools (CIS) heads the department. This department is the professional arm of the Ministry of Education Science and Technology charged with the establishment, maintenance and improvement of standards of education in the Kenyan schools and colleges (Unterhalter, 2003). Through interaction with the schools and institutions, the department collects the necessary data and information and informs the Ministry on the trends in standards and achievements in the education institutions within Kenya (Galabawa, 2003). The department was initially referred to as the “the Inspectorate”. It is now referred to as “Department of Quality Assurance and Standards”. This demonstrates the importance the Government of Kenya is placing on issues of quality education (Ofsted, 2005).
The ‘mission’ of the Department of Quality Assurance and Standards is to establish, maintain and improve educational standards in the country (MOEST, 2005). Its ‘vision’ is to provide quality assurance feedback to all educational stakeholders on all educational institutions in Kenya. From the mission and vision statements of this department, it is clear that it is a very central department in the provision of quality assurance in education.
The Department of Quality Assurance and Standards is mandated to co-ordinate, follow-up and advice on curriculum delivery at school-level (MOEST, 2005). The Education Act Cap 211 of 1968 did not extend its work to technical and vocational education and training (TIVET) institutions that are at the school level, thus excluding a vital component of education and training (Olembo, 2002). However, the Department of Quality Assurance and Standards has now been given this mandate but needs the legal provision to do so. The staff in the department is expected to supervise and advise curriculum implementers. In order to carry out their duties, therefore, they should have good academic qualifications, specialized skills and well-established staff development programmes. This enable them keep pace with the changes in the education sector.
2.2.2 Role of Inspections for Quality Assurance in Kenya
Currently the purposes of inspections are prompted by the following factors: Agreed inspection plans and work programmes at national, province, district, division or zonal levels; Inspectors’ personal initiatives; Adverse reports or anonymous correspondence from stakeholders and governors asking for inspection; Follow-up inspection from concerns indicated in previous inspection reports (MOEST, 2005). The purpose of these inspections would be to have an overview of the quality of education in Kenya based on agreed ‘All Round Performance’ indicators of the performance (Benchmarks) of an educational institution (Saitoti, 2003). The aim would be to report back in full to the educational institution, so that it can plan effectively to improve the standards of education that are being offered to their students.
2.3 Teaching and Learning Methods in Secondary Schools
According to Brown & Rutherford (2005), teaching secondary school requires a variety of teaching methods to address different learning levels, styles and intelligence of secondary school students. Some of the most important teaching methods for secondary school include proper classroom management, motivation and a welcoming classroom environment, plus a curriculum and activities that address a multitude of learning styles. They further suggest the following teaching and learning methods to enrich the teaching and learning environment in secondary schools (Brown and Rutherford, 2005).
Environment and Motivation: A classroom environment should promote equality, diversity and independent learning (Ibid, 2005). Environments that promote equality allow secondary school students to feel safe and secure in their own skins, which allows them to open up and participate more in learning activities. Diverse classroom environments give students a sense of uniqueness and exposes students to different cultures without social stigmas and prejudices. A classroom that promotes independent learning allows students to take pride in their accomplishments and instills a desire for knowledge. When coupled with the classroom environment, motivation allows secondary students to continue learning and take an interest in their progress.
Learning Styles: Secondary school teachers should create lessons that address all three of the basic learning styles: auditory, visual and kinesthetic. Auditory learners learn by hearing the concept explained, visual learners learn by seeing the concept demonstrated and kinesthetic learners learn by physically interacting with the concept. Addressing each student's learning needs engages students in the lesson and promotes better memory retention and advancement. This teaching method is also an effective way to calm an active class and channel its energy into a productive result (Ibid, 2005).
Classroom Management: The goal of classroom management techniques is to promote a safe, productive and organized classroom. Good management keeps the teacher in control of the classroom and keeps students paying attention. Some suggested methods include picking students' names out of a hat so not one student feels picked on and more are likely to participate, flashing lights on and off to grab students' attention or signal the end of an activity or having the students turn their desks toward the back of the classroom when there are behavioral issues so the teacher can see everything they are doing. These teaching methods keep classrooms in control and allow the teacher to focus on learning instead of behavioral problems (Ibid, 2005).
2.3.1 Secondary School Teaching Strategies
Classroom Management: Set the tone early on. Communicate expectations to your students, both in what it takes to be successful academically, as well as behaviorally (Davies, 2005). Be specific, fair and consistent with your students and they will respect you. By high school, most students should have acquired some self-control skills, and a minimal number of rules should suffice. Present a positive attitude and begin each day as an opportunity for a fresh start---don't carry over previous days' issues. Use humor when faced with a trying or difficult situation. Use redirection if two students are talking; involve them with a question or the discussion.
Lesson Plans: Prepare your daily lesson plans; be organized (Wood, 2007). Downtime in the classroom can cause chaos and become disruptive. Structure your lesson plans so that they include teacher-directed learning and student-directed learning. This allows students to use their knowledge and develop complex reasoning. Present your lesson as a problem to be solved. Connect the problem with the context of the student's world and experiences. You can relate events in history to something current today or use the lyrics from a popular song to convey a message.
Engage Students: Group work teaches collaboration (Dick, 1996). Keep the flow of learning vibrant and engaging. Design your daily lessons so that they provide for real involvement and interaction. When students are actively engaged, not mere vessels of stuffed information, they see the relevance in what they are learning and develop problem solving skills in a meaningful way. Alternate your class time between lectures, discussions and debates. Depending upon the subject area you teach, assign small groups to work on a project. This keeps all students actively involved, contributing and vital to the lesson. It also teaches collaboration.
Integrated Curriculum: Teaming with another subject's teacher, you may be able to integrate learning across subject areas (literature and history or science and math) (Bell, 2002). If students are studying a particular period in history, combine this with a piece of literature set during the same time period. If students are conducting scientific research, tailor math lessons to statistical problem solving. When students see correlations, they attach meaning to their learning. A particular project may be worked on in both classes.
Self-Fulfilling Prophecies: Believe in your students and let them know you believe in them---collectively and one on one. If your attitude is one that students, or a particular student, won't be successful, the kids will attach themselves to that belief. A show of confidence, facilitating their own attitudes of success and accomplishment, will bring untold rewards to both you and your students (Almeida, Alvaro and Meria, 2007).
2.4 Role of HODs in Internal Curriculum supervisions
The Head of Department in Internal Curriculum supervisions is a pivotal figure in the success of a school (Saitoti, 2003). She/he is the chief professional in the subject area and is expected to set a positive, enthusiastic lead and to be an example of good practice, to be followed by the department. Heads of Department are directly responsible for the standard of teaching and the quality of learning that takes place in their subject and are answerable to the Head for this.
They have various roles in the schools some of which include (Okumbe, 1999):
1 To keep abreast of new curriculum thinking, teaching methods, examination syllabuses, textbooks and other resources and to ensure that relevant information is communicated to members of the department and acted upon. They also have to support the Head in implementing Performance Management.
2 To observe each member of department teach twice each academic year. This is important in order to establish the dormant members of the departments in the schools. They also establish and revise regularly, written aims, objectives, syllabuses and schemes of work for the department. Schemes of work should include guidelines on teaching method, as well as content.
3 The Heads of department also have a role to set high standards of work in his/her subject area and to ensure that the department is working to those standards. this also entails him/her to establish a high quality teaching and learning environment in his/her subject area and to support staff to ensure that there is a high standard of behaviour and discipline in the teaching area
4 They also have to review examination results in the light of prior attainment to identify strengths and areas for development in the department and report on external examinations for the Governing body in order to asses if the performance in schools is improving or declining. By this they promote enthusiasm, openness to new ideas, commitment and a happy and homogenous departmental team.
5 The head of departments have to work closely with the Special Needs department to ensure all students have equal access to the curriculum. They also have to identify strengths and area of development with colleagues, providing outlets for strengths and offer guidance and training for developmental areas so that teachers within the department continue to improve their professional skills
6 To assist with the selection of teaching staff for their department after which they allocate staff to classes and pupils to teaching groups this helps to ensure that classroom assistants and learning support assistants are utilized to the maximum benefit of students
7 To establish, in consultation with the Deputy Head and other Heads of Department where relevant, timetables for student and teachers. This will help to assist the students and teachers in their professional development
8 The Heads of Department hold weekly briefing meetings with the department and formal meetings with agendas and action minutes according to the calendar. Members of departments should be encouraged to table agenda items so that matters of concern to them can be discussed and action taken in addition to holing meetings, they attend Board of Studies meeting according to the Calendar.
9 To arrange for such tests, assessments and examinations as required by school policy. This important to assess the performance of students in high school. In these days of Information and Technology, the Heads of Department have to develop the use of ICT within the department to improve students learning and ensure sustained academic progress
10 The heads of department also draw up a departmental marking policy designed to inform pupil and parents, to encourage better work and to reward where appropriate and ensure these are implemented by all members of department by regular monitoring and evaluation. They also draw up a departmental homework policy within school guidelines and ensure these are implemented by all members of the department by regular monitoring and evaluation.
11 They manage the allocated Capitation to ensure maximum pupil progress is attained.
12 To keep the Head teacher/principal fully informed of departmental developments, projects for the future and revise, monitor and evaluate departmental development plans annually. They also provide such reports on their departments as may be required by the Governors or the Head.
13 In some schools, the Head of Department have to establish inventories of all books and equipment held by the department, to institute an annual stock check and to ensure that lists of resources are available to members of the department. This helps to contribute to the formulation and to co-operate in the implementation of school policies.
2.5 Effect of School Inspection on School Academic Performance
It is generally agreed that the most important manifestations of schooling quality (however and in whichever way defined) are literacy, greater cognitive abilities and better student performance in examinations (Bell, 2002). Internationally, pupil scores have been accepted and used as a proxy for achievement (Feldman, 2005). Dick (1996), Digolo (2003), Davies (2005) among others, demonstrate that school inspection enhances better performance in examinations.
Two observations could be made regarding KCSE examinations performance in Kenya. First is the general decline in performance. Second is that science subjects tend to register lower scores than the non-science subjects (Olembo, 2002).
Data presented in table 1 reveals a consistent decline in examination performance in all schools without internal curricula supervision compared to those that have internal curricula supervision. In an analysis of KCSE performance from three schools with supervision and three schools without internal curriculum supervision over a three-year period (Table 1), Ofsted conclude that secondary school students absorb less than a third of the material taught and that supervision no doubt enhances better and improved performance.
Table 1.1: Mean scores on KCSE exams (as percent of maximum possible scores), 2007 – 2009 for six secondary schools in Kakamega district
| Subject | 2007* | 2007 | 2008* | 2008 | 2009* | 2009 |
| English Mathematics Physics Chemistry Biology History | 29.6 14.2 36.0 42.9 37.2 55.8 | 28.5 13.6 34.5 42.3 36.3 55.0 | 30.9 16.0 38.2 44.3 39.3 57.7 | 28.3 13.5 34.2 40.0 34.3 52.3 | 35.8 20.4 44.5 47.6 43.9 59.2 | 26.2 11.9 32.9 38.3 32.6 49.2 |
Source: Ofsted (2010) *Have supervision of internal curricula
This poses the challenge of improving examination performance. Exam scores have been used as a proxy of pupil achievement and therefore of the quality education. The Kenyan education system therefore stands indicted on the basis of these analyses. As a matter of priority, the ministry should initiate a program aimed at strengthening the supervision of internal curriculum.
The table clearly depicts an overall improvement in all schools with internal curriculum supervision compared to those without, which continue posting poor results. Therefore there is an urgent need to introduce internal curricula supervision to all schools for better and improved performance. Heads of department supervision is one aspect of this internal curriculum supervision.
2.6 Challenges in Effective Internal School Curriculum Supervision
Curriculum developers at the Kenya Institute of Education are responsible for the formulation and development of curriculum materials. Each curriculum developer is responsible for a subject area. The curriculum developer has to design the syllabus, decide on the content and prepare textbooks and teacher’s guides. In conducting these activities, internal curriculum supervisors have to overcome a number of difficulties, such as the following (Ofsted, 2005):
At the Implementation Level
· There is a need for strengthening a process of regular feedback from teachers on implementation.
· There are limited opportunities for curriculum developers.
At the Evaluation Level
· There is a lack of regular interaction with teachers.
· There is a lack of regular feedback from teachers.
· In some instances, teaching is not geared to achieve curriculum objectives.
· In some instances, testing and examinations are not aligned with curriculum objectives.
Major challenges facing heads of department who are the main supervisors include;
i) Curriculum Changes
The frequent curriculum changes and innovation pose a number of challenges to the teacher. Objectives shift, content changes, resource widen and the teacher has to keep abreast with all these. Some of these changes can be a threat to a conservative teacher.
ii) Training
There is increasing need for review of the in-service programmes for the teacher to sharpen knowledge and skills. Only then can one function in the dynamic and ever changing environment.
iii) Interpersonal Relations
This is an area that is causing concern. Evidence has it that in many schools, teachers feel stressed by pressure of work and other factors. They also do not seem to relate well with each other. This area needs to be handled with care, caution and seriousness. How do you relate with peers, seniors and students? Do you have any fear or frustrations? Are you managing them well?
iv) Disrespect and Indiscipline
Do the teachers respect the school programmes such as internal supervision by colleagues, HOD’s, Deputy head teacher or Principal? Is it not true that in some schools internal inspection has created delicate leadership balance? Evidence has it that in some cases it has been the nursery for mistrust, conflict and peer rejection (Ofsted, 2005). In such cases it has led to self-deception and marshalling of unprofessional mischievous defense mechanism. Among students there is increasing evidence of drug abuse, HIV/AIDS infection, emotional maladjustment and violence. These coupled with increased democratic space, demand for human and child rights, enlightened legal statutes and law against harassment tend to threaten the hitherto conservative authority of the teacher.
What is still not known is whether HODs inspection has received wide spread acceptance in secondary schools in Kenya and how the teachers behave with regard to the implementation of such programs. Empirical data is also not available on the effectiveness of such programs and how they affect performance of the schools involved in such programs.
2.7 Summary
Effective HODs supervision provides an independent internal evaluation of the effectiveness of a school in promoting the standards, personal development and well being of its learners, the quality of its provision and how well it is managed. It is also designed to help schools improve the quality of education they provide and so raise standards and the progress that learners make in most schools on the performance data. Inspections should be designed to have a positive impact on schools performance. Relevant curriculum has been seen to improve performance as seen in the major review of curriculum in secondary schools in 2003, whereby performance has considerably increased due to reduced workload.
In conclusion, it has noted that good academic performance does not just happen. Good teaching through inspection and internal supervision of curricula implementation causes it. An effective teacher knows the subject matter well and in depth, enjoys it and is confident in facilitating learning as his/her core business. Such a teacher is an effective and resourceful curriculum supervisor. It is only when learning experiences are well organized, monitored, managed and executed that one realizes good performance. This good performance is above all a result of proactive planning, anticipated futuristic reflection, which are basic to effective supervision. This study seeks to do exactly that. Investigate the role of heads of department in quality assurance and standards in public secondary schools.
CHAPTER THREE
3.0 RESEARCH DESIGN AND METHODOLOGY
3.1 Introduction
This chapter describes the research design and research methodology to be employed in this study. This is set out in sections under subheadings containing research, study site, research design, target population, sampling for the study, data collection instruments and procedure and finally the data analysis and presentation methods to be used in the study.
3.2 Location of the Study
The study will be carried out in Githunguri district in Kiambu county. The economic activities of residents of Githunguri district includes; Cash crop farming – Coffee, Tea, Bananas, Maize. Major food crop is Maize. Transport and Communication – Githunguri is fairly served with roads. Schools and other learning institutions; Githunguri District has thirty (30) public secondary schools.
3.3 Research Design
The study will employ a descriptive survey study where variables will be investigated without any manipulation or alteration and descriptive methodologies will be used in exploring the inter-relationships between the variables. Descriptive survey designs are used for exploratory studies (Paton, 2000). Mutai (2000) further notes that descriptive survey research is intended to produce statistical information about aspects of education that interest policy makers and educators. This is why the researcher chose this research design.
3.4 Target Population
The study targets heads of departments in all secondary schools in Githunguri district numbering 30. School of which 30% will be sampled. The schools will be divided into stratas depending on the schools mean grade at the 2009 KCSE. Those schools with more than 5.0 mean grade will be categorized as Good academic performers” while those below 5.0 will be categorized as “poor academic performers” There are 11 secondary schools in Githunguri district whose mean score for the 2010 KCSE was over 5.0 and whose mean score was below 19.
3.5 Sampling for the Study
Purposive sampling will be used to select 30% of the schools in the District. The schools will be divided into strata’s depending on the schools mean grade at the 2009 KCSE: those schools with more than 5.0 mean grade will be categorized as “good academic performers” while those below 5.0 will be categorized as “poor academic performers”. The respondents for the study will be Heads of Departments in the selected schools. Heads of Departments will be sampled purposively each school.
3.6 Data Collection
This section presents the research instruments, the validation and reliability assurance of the research instruments and the data collection procedure.
3.6.1 Research Instruments
Both primary and secondary data will collect for the study. Secondary data will be obtained from district education offices records on the districts performance over the study period 2007 to 2009. Primary data will be obtained from schools heads and heads of departments. To do this structured questionnaires will be used; structured questions, when well designed are easy to be administered and collect data from a wide section of respondents in a relatively cheap process and short duration. This study will also utilize interview schedules with face–to-face and open-ended interview questions to collect data from respondents.
3.6.2 Validity of Research Instruments
According to Mugenda and Mugenda (1999) validity refers to the accuracy and meaningfulness of inferences, which are based on the research results. It is the degree to which results obtained from the analysis of the data actually represent the phenomenon under study. Content validity of the instrument will be determined in two ways; first, the researcher discussed the items in the instrument with the supervisors, colleagues and other lecturers in the department. The advice given by these people will help the researcher determine the validity of the research instrument.
Piloting will be carried out establish the validity of the research instrument. For the research instrument to be considered valid, the content selected and included in the questionnaire must also be relevant to the variable being investigated Neuman (2000).
3.6.3 Reliability of the Research Instruments
According to Mugenda and Mugenda (1999), the reliability of an instrument is the measure of the degree to which a research instrument yields consistent results or data after repeated trials. In order to test the reliability of the instrument to be used in the study, the test- retest method will be used. The questionnaire will be administered twice within an interval of two weeks. To determine the coefficient of stability, Pearson product moment formula will be used. This will establish the extent to which the questionnaire elicits the same responses every time it is administered. A correlation coefficient of 0.5 will be considered reliable for the study.
The results obtained from the pilot study will assist the researcher in revising the questionnaire to make sure that it covers the objectives of the study.
3.6.4 Administration of Research Instruments
Research assistants will be thoroughly trained both in interpretations of responses from respondents and also in the procedure of administration. They will then accompany the researcher in piloting and modifying the research instruments so that they comprehend fully the purposes and method of data collection. The research assistant will administer the questionnaires personally to the respondents. Interview schedule will be administered and relevant documents taken note of. The research assistants will personally interview the respondents guided by the questions in the interview schedule.
3.7 Data Analysis
Data will be analysed qualitatively. Descriptive methods will be employed and data presented in the form of frequency distribution tables and pie charts that will facilitate description and explanation of the study findings. SPSS will be used to generate frequency distribution tables. Chi-square tests will be done to test the association between supervisory methods employed by HODs and performance at KCSE level.
The chi-square test shows whether a relationship exists but does not show the direction of the relationship. If a relationship will be established, the researcher will therefore proceed further to conduct a regression analysis in order to find out the direction and extent of the relationship.
REFERENCES
Almeida, E., Alvaro, A., Meria, S. (2007). A Component quality assurance process. Foundations of Software Engineering, doi: http://doi.acm.org/10.1145/1295074.1295093
Bell, L. (2002). Managing teams in secondary schools. (1sted.). London, UK: Chapman & HallInc.
Brown, M. & D. Rutherford (2005). A re-appraisal of the role of the head of departments inUK secondary schools. Journal of Educational Administration, 37(3), 229-242.
Davies, J.L. (2005). The training of academic heads of department. In Brew, A. Directions in staff development. (1St ed.) London, UK; The Society for Research into Higher Education & Open University Press.
Diamond, R. M. (2007). "Designing and assessing courses and curricula: A practical guide." San Francisco, CA: Jossey-Bass. In press.
Dick, W. (1996). The Dick and Carey model: Will it survive the decade? "Educational Technology Research and Development," 44(3), 55-63. (EJ 532 854).
Digolo OD (2003). Response to the paper entitled: “Education Sector Review: How far have we come since independence and what still needs to be done to meet the education needs of all Kenyans”. Paper presented in Education conference. Nairobi: Government Press.
Feldman, S. (2005, February). Quality assurance: much more than testing. Queue, 3(1), doi: http://doi.acm.org/10.1145/1046931.1046943
Galabawa, J. (2003) “Enhancing Efficiency, Improving Quality and Relevancy in Education and Training in Kenya” National Conference on Education and Training. pg 71 www.education.go.ke March, 2006.
Kinyajui, P. And Ogula P. (2008). “Provision of Education and Training Services: Delivery Systems” National Conference on Education and Training.pg 74 www.education.go.ke March, 2008.
MOEST, (2009) Education in Kenya: Challenges and Policy Responses (april 2009, presentation by Hon. Prof. Ongeri) www.education .go.ke/moest.htm March.
MOEST, (2008) “Sessional Paper No. --- of 2008 on a Policy Framework for Education, Training and Research in Kenya in the 21st century” www.education.go.ke/moestdocs/sessiona. Final draft January 28th 2008.
Mugenda, A. & O. Mugenda (1999). Research Methods: Qualitative and Quantitative Approaches. Nairobi: Acts Press.
Mutai, B.K. (2001). How to write standard dissertation: a systematic and simplified approach. New Delhi: Thelley Publishers.
Neuman, W.L (2000). Social Research Methods: Qualitative and Quantitative Approaches. Boston: Allyn and Bacon Publishers.
Ofsted, (2005) “Conducting the inspection- Guidance for Inspectors of schools”. Better Education and Care www.ofsted.gov.uk Document reference number :HMI 2502 April 2006.
Okumbe, J.A. (1999). Educational management: Theory and practice. Nairobi: Nairobi University Press.
Olembo JO (2002). “Major Functions of school supervision in Kenya schools”. A paper presented in Education Forum, Kenyatta University.
Paton, M.Q (2002). Qualitative Research and Evaluation Methods (3rd Edition). London: Sage Publications.
Saitoti, G. (2003) “Education Sector Review: How Far Have We Come And What Still Needs To Be Done To Meet the Education Needs of All Kenyans”. National Conference on Education and Training.pg 50 www.education.go.ke March, 2006.
Sifuna, D. N (2003) “How Can The National Education And Training Structure Lead To The Attainment Of National Goals In Kenya?” National Conference on Education and Training. pg 67 www.education.go.ke March, 2006.
Thareja, Mannu (2007). "The Quality Brilliance Thru’ Brilliant People". Quality World 4 (2). http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1498550. Retrieved 2010-01-11.
Wangari, E.W (2005). The effect of the inspectorate department visits to secondary school & utilization of instructional media in the English subject and performance at KCSE. Unpublished D.Phil thesis, Moi University.
Wekesa, K.R. (2009). Availability and use of instructional materials for teaching: a case of secondary schools in Mombasa District, Kenya. (M.Phil. Thesis, Kenyatta University).
Wood, C.L., (2007). The secondary school principal: Manager and supervisor. (2nd ed.). Massachusetts, USA: Allyn & Bacon, Inc
APPENDICES
APPENDIX I - WORK PLAN
This is about how long the investigator will take to finish the study. It is essential in that it enables the researcher to assess the feasibility of conducting the research within the scheduled time frame. It will also enable the researcher to stay on schedule as the research progresses.
ACTIVITY | PERIOD | |
| Collecting the literature | May - July 2010 | |
| Writing research proposal | August 2010 | |
| Proposal correction, piloting and defense | Sept – April 2011 | |
| Data collection | May 2011 | |
| Data analysis | June 2011 | |
| Research report writing | July 2011 | |
| Submission of 1st draft to supervisors | August 2011 | |
| Submission of thesis for Examination | September 2011 | |
APPENDIX II - BUDGET PLAN
This is the list of items that will be required in carrying out the research and the approximate cost:
| MATERIALS/SERVICES | AMOUNT (KSHS) |
| Literature review and collection of secondary data | 3000 |
| Typesetting (proposal) | 2000 |
| Copying and binding proposal | 5000 |
| Typing and copying research instruments | 7000 |
| Data collection – transport and subsistence | 24000 |
| Data analysis | 2500 |
| Typing, editing and copies of research report for examination | 6000 |
| Defense of thesis | 1000 |
| Correction of final thesis, making copies and submission | 5000 |
| Miscellaneous expenses | 8000 |
| TOTAL | 63,500 |
APPENDIX III – HOD’s QUESTIONNAIRE
This questionnaire is to collect data for purely academic purposes. The study seeks to investigate the role of heads of department in quality assurance and standards in selected public secondary schools in Githunguri District. All information will be treated with strict confidence. Do not put any name or identification on this questionnaire.
Answer all questions as indicated by either filling in the blank or ticking the option that applies.
SECTION A: GENERAL INFORMATION OF RESPONDENT
1. Your age?________________ Years
2. 
Gender
GenderMale Female
3. Marital status
Single Married Divorced Widowed 4. Highest level of Education and training attained.
Certificate Diploma Bachelors Degree Masters Degree
5. Teaching experience
0-5 years 5-10 years
10- 15years Above 15years 6. Number of years in current school.
0-3 years 4-6 years7-10 years Above 10 years 7. Number of years in current position.
0-3 years 4-6 years7-10 years Above 10 years SECTION B: SUPERVISORY METHODS OF HEADS OF DEPARTMENT
8. Are these the supervisory methods employed by heads of departments? Tick where appropriately
| | STATEMENT | Strongly disagree | Disagree | Neutral | Agree | Strongly agree |
| A | Assist with the selection of teaching staff for their department. | 1 | 2 | 3 | 4 | 5 |
| B | Holding weekly briefing meetings with the department | 1 | 2 | 3 | 4 | 5 |
| C | Keeping the head teacher/ principal fully informed of departmental developments | 1 | 2 | 3 | 4 | 5 |
| D | Arrange for tests, assessments and examinations as required by school policy. | 1 | 2 | 3 | 4 | 5 |
| E | Manage the allocated capitation to ensure maximum pupil progress is attained | 1 | 2 | 3 | 4 | 5 |
| F | Draw up a departmental marking policy designed to inform pupil and parents. | 1 | 2 | 3 | 4 | 5 |
| G | Establish inventories of all books and equipment held by department to institute an annual stock check. | 1 | 2 | 3 | 4 | 5 |
SECTION C: TEACHING AND LEARNING METHODS
9. Are the following methods of teaching and learning used in public schools? Tick where appropriate.
| | STATEMENT | Strongly disagree | Disagree | Neutral | Agree | Strongly agree |
| A | Proper classroom arrangement that promotes equality, diversity and independent learning | 1 | 2 | 3 | 4 | 5 |
| B | Welcoming classroom environment that allows students to feel safe and secure | 1 | 2 | 3 | 4 | 5 |
| C | Curriculum and activities that address a multitude of learning styles | 1 | 2 | 3 | 4 | 5 |
| D | Classroom management that promotes a safe, productive and organized classroom. | 1 | 2 | 3 | 4 | 5 |
SECTION D: CHALLENGES OF HEADS OF DEPARTMENTS AND QUALITY ASSURANCE AND STANDARDS
10. Are these challenges experienced by heads of departments? Tick where appropriate
| | STATEMENT | Strongly disagree | Disagree | Neutral | Agree | Strongly agree |
| A | Frequent curriculum changes | 1 | 2 | 3 | 4 | 5 |
| B | Training to sharpen knowledge and skills | 1 | 2 | 3 | 4 | 5 |
| C | Interpersonal relations | 1 | 2 | 3 | 4 | 5 |
| D | Disrespect to schools programs | 1 | 2 | 3 | 4 | 5 |
| E | Indiscipline among students | 1 | 2 | 3 | 4 | 5 |
SECTION E: SUGGESTIONS TO HEADS OF DEPARTMENTS AND QUALITY ASSURANCE AND STANDARDS
11. Can these suggestions help heads of department in ensuring quality assurance and standards in schools? Tick where appropriate
| | STATEMENT | Strongly disagree | Disagree | Neutral | Agree | Strongly agree |
| A | Observation of each member of a department teach twice per academic year | 1 | 2 | 3 | 4 | 5 |
| B | Reviewing of examination results | 1 | 2 | 3 | 4 | 5 |
| C | Work closely with the special needs department to ensure all students have equal access to the curriculum | 1 | 2 | 3 | 4 | 5 |
| D | Set high standards of work in his/her subject area to ensure that the department is working | 1 | 2 | 3 | 4 | 5 |
| E | To keep abreast of new curriculum thinking, teaching methods, examination syllabuses, textbooks and other resources. | 1 | 2 | 3 | 4 | 5 |
| F | To keep abreast of new curriculum thinking, teaching methods, examination syllabuses, textbooks and other resources. | 1 | 2 | 3 | 4 | 5 |
| G | Establish in consultation with the deputy head and other heads of department where relevant. | 1 | 2 | 3 | 4 | 5 |
12. In your opinion, what are the ways to improve the role of heads of department in quality assurance and standards in selected public secondary schools in Githunguri District ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
END OF QUESTIONNAIRE
Thank you for taking your time to fill it.
APPENDIX III – INTERVIEW SCHEDULE
The following items will be used to guide the researcher during the interviewing process.
i) What are the supervisory methods employed by heads of department in public secondary schools?
ii) What are the teaching and learning methods used in public secondary schools?
iii) What are the challenges experienced by heads of department in ensuring quality assurance and standards in public secondary schools?
iv) What suggestions can help heads of department in ensuring quality assurance and standards in public secondary schools?
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