Volume 4, Issue 5, May– 2019 International Journal of Innovative Science and Research Technology ISSN No:-2456-2165 IJISRT19MY185_1 www.ijisrt.com 803 Teacher Supervision Influence on Student’s Academic Achievement in Secondary School Education in Migori County, Kenya Paul Alela Oguta 1 , Kennedy Nyambeche Getange 2 , Stella Juma 3 1 Faculty of EducationManagement, Rongo University, Kenya 2 School of Education, Kisii University, Kenya 3 Faculty of EducationManagement, Rongo University, Kenya Abstract:- Education is a fundamental human right which promotes acquisition of knowledge, skills which spurs development. Despite efforts by policy makers, administrators, teachers and learners to improve learner achievement, performance remains poor (MOEST, 2012).The purpose of this study was to establish the influence of teacher supervision on academic performance in secondary school education in Migori county, KenyaThe study adopted concurrent triangulation research design. The target population for this study was 184public secondary schools, 1233 teachers, and 73,385 learners. Sample involving56 public secondary schools whereby 56 principals, 370 teachers and 398 learners were drawn from target population. Purposive sampling was used to get 56 schools, simple random sampling was used to get 370 teachers and stratified random sampling technique was used to get 398 learners. Data for the study was collected by the use questionnaires and interview schedules. Validity of questionnaires was tested during the pilot study in Homa-Bay County which is neighboring Migori County. Split Half reliability test which is a measure of internal consistency was used. All pre-testing procedure for Reliability of instruments was based on reliability coefficient of 0.79 indexes. The data collected was summarized and analyzed qualitatively and quantitatively. The research revealed that institutional managers should design proactive processes that can inculcate positive support for teacher supervision. Keywords:- Teacher Supervision, Academic Achievement, Secondary Education I. INTRODUCTION Findings of Glickman Gordon and Ross-Gordon, (2010), agree that teacher supervision and evaluation are essential and complementary functions, although they present distinctive characteristics. Further, they advance five principal roles namely clinical supervision, group development, professional development (PD); curriculum development and action research. These five roles are geared towards supporting, motivating and consulting teachers so as to improve academic achievement. Glickman et al., (2010) found out that principals have a duty to check schemes of work, records of work, and other professional documents. In addition, they suggested that where principals carry out these roles well, the learners’ register good performance. This research entitled influence of management strategies on academic achievement will strive to find out whether principals are performing the above roles in Migori County. In Ghana, a study conducted by Baffour-Awuah, (2011) noted that while principals use traditional methods of supervision, teachers showed that they preferred a more contemporary practice of direct assistance often referred to as clinical supervision. The study also noted that teachers required consultative, supportive and collegial methods of supervision which are equally more modern. The above findings were relevant to this study because they would assist the researcher to come up with findings that would assess the influence of supervision on student’s academic achievement in education. In Nigeria, a study by Owadiae, (2012) observed that secondary school learners’ academic achievement in external examination have been low. For value-added academic achievement, supervision is mostly required in secondary school. In support, Akinfolarin, Babalola, &Aledetin, (2017) affirmed that academic supervision had affirmative correlation to learners’ academic achievement in examinations, hence, student’s academic achievement in examination can be attributed to the level of supervision of teachers. They concluded that achieving quality learning depends largely on effective supervision of teachers which improves the academic achievement in schools.