View in EDS

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

Saved in:
Bibliographic Details
Title: Influence of Personality Types, Instructional Supervision Practices, and Performance in Public Primary Schools in Kenya
Language: English
Authors: Peter, Tarsianer Muthanje, Gitonga, Ciriaka Muriithi, Kubai, Kaberia Isaac
Source: Educational Research and Reviews. Feb 2021 16(2):27-39.
Availability: Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR
Peer Reviewed: Y
Page Count: 13
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Personality Traits, Principals, Administrator Characteristics, School Supervision, Instructional Leadership, Public Schools, Elementary Schools, School Effectiveness, Academic Achievement, Performance Factors, Interest Inventories, Correlation, Foreign Countries
Geographic Terms: Kenya
Assessment and Survey Identifiers: Self Directed Search
ISSN: 1990-3839
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.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1288296
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1288296
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1288296
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Influence of Personality Types, Instructional Supervision Practices, and Performance in Public Primary Schools in Kenya
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: &lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Peter%2C+Tarsianer+Muthanje%22&quot;&gt;Peter, Tarsianer Muthanje&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Gitonga%2C+Ciriaka+Muriithi%22&quot;&gt;Gitonga, Ciriaka Muriithi&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Kubai%2C+Kaberia+Isaac%22&quot;&gt;Kubai, Kaberia Isaac&lt;/searchLink&gt;
– Name: TitleSource
  Label: Source
  Group: Src
  Data: &lt;searchLink fieldCode=&quot;SO&quot; term=&quot;%22Educational+Research+and+Reviews%22&quot;&gt;&lt;i&gt;Educational Research and Reviews&lt;/i&gt;&lt;/searchLink&gt;. Feb 2021 16(2):27-39.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 13
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2021
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles&lt;br /&gt;Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: &lt;searchLink fieldCode=&quot;EL&quot; term=&quot;%22Elementary+Education%22&quot;&gt;Elementary Education&lt;/searchLink&gt;
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: &lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Personality+Traits%22&quot;&gt;Personality Traits&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Principals%22&quot;&gt;Principals&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Administrator+Characteristics%22&quot;&gt;Administrator Characteristics&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22School+Supervision%22&quot;&gt;School Supervision&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Instructional+Leadership%22&quot;&gt;Instructional Leadership&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Public+Schools%22&quot;&gt;Public Schools&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Elementary+Schools%22&quot;&gt;Elementary Schools&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22School+Effectiveness%22&quot;&gt;School Effectiveness&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Academic+Achievement%22&quot;&gt;Academic Achievement&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Performance+Factors%22&quot;&gt;Performance Factors&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Interest+Inventories%22&quot;&gt;Interest Inventories&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Correlation%22&quot;&gt;Correlation&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Foreign+Countries%22&quot;&gt;Foreign Countries&lt;/searchLink&gt;
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: &lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Kenya%22&quot;&gt;Kenya&lt;/searchLink&gt;
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
  Group: Su
  Data: &lt;searchLink fieldCode=&quot;SU&quot; term=&quot;%22Self+Directed+Search%22&quot;&gt;Self Directed Search&lt;/searchLink&gt;
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1990-3839
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Personality types and practices are presumed to play a significant role in the improvement of schools&#39; performance. This paper presents the findings from the analysis of quantitative data drawn from a larger study that examined the relationship between headteachers&#39; 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&#39;s rank correlation coefficient was used to determine any relationship between personality types, instructional supervision practices, and schools&#39; performance. The findings of the study revealed a significant statistical relationship between enterprising personality types and schools&#39; academic performance (r =0.125*, p&lt;0.05). Further, the results revealed that there is a positive (r=0.229, P&lt;0.05) relationship between realistic personality type and holding parents-pupils-teachers&#39; conferences while among conventional types, there is a negative (r=-0.223, p&lt;0.05) correlation in giving teachers feedback. The significance of this study is that headteachers&#39; personality types do not influence instructional supervision practices, which is a unique finding indicating that other factors influence instructional supervision practices.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2021
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1288296
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1288296
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 27
    Subjects:
      – SubjectFull: Personality Traits
        Type: general
      – SubjectFull: Principals
        Type: general
      – SubjectFull: Administrator Characteristics
        Type: general
      – SubjectFull: School Supervision
        Type: general
      – SubjectFull: Instructional Leadership
        Type: general
      – SubjectFull: Public Schools
        Type: general
      – SubjectFull: Elementary Schools
        Type: general
      – SubjectFull: School Effectiveness
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Performance Factors
        Type: general
      – SubjectFull: Interest Inventories
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Kenya
        Type: general
      – SubjectFull: Self Directed Search
        Type: general
    Titles:
      – TitleFull: Influence of Personality Types, Instructional Supervision Practices, and Performance in Public Primary Schools in Kenya
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Peter, Tarsianer Muthanje
      – PersonEntity:
          Name:
            NameFull: Gitonga, Ciriaka Muriithi
      – PersonEntity:
          Name:
            NameFull: Kubai, Kaberia Isaac
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 02
              Type: published
              Y: 2021
          Identifiers:
            – Type: issn-electronic
              Value: 1990-3839
          Numbering:
            – Type: volume
              Value: 16
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Educational Research and Reviews
              Type: main
ResultId 1