Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.4, No.11, 2013 195 An Evaluation of the Principal’s Instructional Supervision on Academic Performance: A Case of Sameta Primary School Kisii County, Kenya Dr. Gongera Enock George* Njoroge Wilson Ngaruiya, Robert Mindila, Simion Nyakwara, Wanjiru J. Mugai Abstract The purpose of this study was to determine the effects of principal’s instructional supervision on academic performance in Sameta primary School in Kisii, Kenya. The specific objectives of this study were; to determine if there was effective instructional supervision by the principal, to investigate the quality of teaching and learning process, to explore the level of syllabus coverage in all classes, to identify challenges encountered by the principal while conducting instructional supervision and give recommendation on how to mitigate the challenges of instructional supervision by the principal. A descriptive survey research design was used in this study. The study focused on the head teacher, heads of departments and teachers. The study targeted the school due to its drop in performance over the years from 2008 to 2012. For this purpose census method was used to select all 6 heads of departments, 13 teachers and 1 head teacher. The sample size for the study is 20. This method ensures that the entire sample group has an equal chance of being selected for the study. The study used questionnaire, interview schedule, and document analysis in data collection. Data was analyzed using descriptive statistics such frequencies and percentages with the aid of a computer program SPSS (Version 17). Inferential statistics such as chi-square (x 2 ) was also used to test the differences amongst the variables and if they had a significant effect. The major forms of instructional supervision techniques used by the principal in Sameta primary School, Kisii were exploration and discovery, question and answer, open ended observation, observational learning, rating scale, checklist and peer review. The use of thematic learning as a way of determining syllabus coverage in school showed no significant difference since teachers in this school mostly do not use thematic learning as a way of determining the extent of syllabus coverage in class. Similarly, monitoring by teachers aids in measuring the extent of syllabus coverage in class. Therefore most teachers in the school use monitoring as a way of measuring the extent of syllabus coverage in class. It was recommended that in order to improve on the academic standards of the school, the principal should devise more ways of instructional supervision techniques that are aimed at improving the general academic standards of the school. The study is useful to the Education Managers, principalsl, head teachesr, teachers, parents and even students of Sameta primary as well as other Schools in the region and globally. Key words: Principal’s instructional supervision on academic performance, Kisii County. 1.0 Background of the study Globally, instructional supervision provides administrators with the opportunity to evaluate shortcomings in the classroom. Some groups or types of students may be treated differently in the classroom, which results in shortcoming in interaction and different learning outcomes. Whether this is a result of gender or other patterns, observation can help raise questions about shortcomings in the classroom and provide educators with the means of addressing educational disparities (Fuchs, 2000). Instructional supervision can examine how technology is incorporated into a classroom and whether it is used well or ineffectively. Observations can show what technology is available to students in the classroom and how such technology is integrated into learning. Teachers can use calculators, computer technology, interactive whiteboards, videos and more to engage their students. In some classrooms, there is little variety in teaching practices. Many teachers use lecture method, but this is not necessarily the best way to reach students who are not auditory learners. Some teachers do not allow students to interact with them or with fellow students, causing students to be passive in the classroom. Instructional supervision and watching for teaching methods that don't cater to all learning methods can allow one to give advice to the teacher and benefit the students, Simmons (1990). Instructional supervision can make educators aware of how they should behave in the classroom and of the needs of students in their classroom, and can also stimulate dialogue and discussion in a school. Instructional supervision can be a guide for teachers so that they can reflect on their own teaching practices, and those who are observing can learn from others. Instructional supervision allows educators and administrators to improve not only classrooms, but schools as a whole (Massey, 2004). According to the Kenya National Examination Council, education system in Kenya is largely examination oriented. The quality of education tends to be evaluated in terms of the number of students passing national examinations (Eshiwani, 1993). Educators and the general public have time and again expressed concern over