ABSTRACT
The study sought to assess the role of headteachers in curriculum and instruction management of secondary schools in Gatundu District. The purpose of the study was to asses the role of headteachers in curriculum instruction management with a view to finding out their commitment to the important task of closely monitoring the implementation of curriculum instruction to improve curriculum delivery. The objectives of the study were to examine how headteachers evaluate teachers to check teaching and learning standards, avail instructional materials, motivate the staff and find out the communication channels put in place in school. The study may be of benefit to the policy makers in formulating future policies aimed at enhancing curriculum and instruction management. The review of literature related to this study was based on the following areas: Evaluation of teachers, teaching and learning materials, motivation of teachers, communication channels, delegation of duties and in-service training. The study used descriptive survey design. The target population of the study comprised of all the 59 headteachers, 237 HODs and 460 teachers from the 59 secondary school in Gatundu District. Samples size was at least 10% of the accessible population: 76 subjects (10 headteachers, 28 H.o.Ds and 38 teachers). Simple random sampling was used to select the ten schools to prevent bias. Systematic sampling was used to select the respondents because they were many, to prevent error and biases. The measuring instruments used were, interview schedule for headteachers, questionnaires for Head of departments and teachers. The reliability of instruments was established by piloting the instrument in two schools using test retest method. Data obtained was subjected to analysis using descriptive statistics to enable the study come up with conclusions and recommendations. The data was presented using frequency tables. The study established that most of the headteachers were rarely or never engaging in their roles on curriculum and instruction. It was also established that teaching and learning resources in schools were available in schools but they were not adequate. This affected implementation of the curriculum in schools which as a result affected students‟ performance. Regarding the methods of communication in schools, the study concludes that schools heads were discussing issues on curriculum instructions with staff during the staff meetings. It also emerged that most schools were holding staff meetings twice per term. Finally, the study established that schools motivated staff members by delegating responsibilities to them, consulting them regularly, recognizing their achievements and appreciating their work. The study recommends that; school heads should improve on; frequency of visiting lesson sessions, checking teachers‟ lesson notes, inviting teachers to observe him/her teach and checking students assignments and C.A.T scripts to ensure regular marking takes place; quality Assurance and Standard officers should sensitize teachers on the importance of classroom observations; government through Ministry of Education should increase funds allocated in schools to cater for teaching and learning resources; among other recommendations.
