Influence of Personality Types, Instructional Supervision Practices, and Performance in Public Primary Schools in Kenya

Autor/inn/en	Peter, Tarsianer Muthanje; Gitonga, Ciriaka Muriithi; Kubai, Kaberia Isaac
Titel	Influence of Personality Types, Instructional Supervision Practices, and Performance in Public Primary Schools in Kenya
Quelle	In: Educational Research and Reviews, 16 (2021) 2, S.27-39 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Personality Traits; Principals; Administrator Characteristics; School Supervision; Instructional Leadership; Public Schools; Elementary Schools; School Effectiveness; Academic Achievement; Performance Factors; Interest Inventories; Correlation; Foreign Countries; Kenya; Self Directed Search + Suchen Sie Ihr Suchwort? Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Principal; Schulleiter; Schulaufsicht; Instruction; Leadership; Bildung; Erziehung; Führung; Public school; Öffentliche Schule; Elementary school; Grundschule; Volksschule; Schuleffizienz; Schulleistung; Leistungsindikator; Interest profile; Interessenprofil; Korrelation; Ausland; Kenia
Abstract	Personality types and practices are presumed to play a significant role in the improvement of schools' performance. This paper presents the findings from the analysis of quantitative data drawn from a larger study that examined the relationship between headteachers' personality types, instructional supervision practices, and performance. The study adopted a descriptive survey research design to collect data by utilizing a self-developed and Self-Directed Search (SDS) questionnaire that participants answered. A census sampling was conducted with 71 and 37 headteachers from Embu East and West public primary schools, respectively giving 108 participants. The data collected was analyzed using SPSS for descriptive and inferential statistics. Spearman's rank correlation coefficient was used to determine any relationship between personality types, instructional supervision practices, and schools' performance. The findings of the study revealed a significant statistical relationship between enterprising personality types and schools' academic performance (r =0.125*, p<0.05). Further, the results revealed that there is a positive (r=0.229, P<0.05) relationship between realistic personality type and holding parents-pupils-teachers' conferences while among conventional types, there is a negative (r=-0.223, p<0.05) correlation in giving teachers feedback. The significance of this study is that headteachers' personality types do not influence instructional supervision practices, which is a unique finding indicating that other factors influence instructional supervision practices. (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01