Ogechi, Caroline Moraa, Sr.1; Piliyesi Elizabeth2; Wambiya Pascal3 1 , 2, 3The Catholic University of Eastern Africa
Effective instructional supervision is central to enhancing teacher preparedness, curriculum implementation, and professional accountability. However, empirical evidence on the contribution of professional-record checking to teacher performance in Kenya’s newly established public junior secondary schools remains limited. This study examined the influence of checking teachers’ professional records on teacher performance in public junior secondary schools in Kajiado Central Sub-County, Kajiado County, Kenya. The study was anchored on Instructional Supervision Theory, particularly the clinical supervision perspective, and adopted a convergent parallel mixed-methods design. The quantitative strand employed a cross-sectional correlational design, while the qualitative strand adopted a descriptive qualitative approach. The target population comprised 360 junior secondary school teachers and 45 heads of institutions from 45 public junior secondary schools. Ten schools were sampled, from which 100 teachers and 10 heads of institutions were targeted. A total of 97 teacher questionnaires were returned, while nine heads of institutions participated in interviews. Data were collected using structured questionnaires, semi-structured interviews, and document analysis. Quantitative data were analyzed using descriptive statistics, Pearson’s product-moment correlation, and chi-square tests, while qualitative data were analyzed thematically. The findings indicated that most teachers reported regular checking of schemes of work, lesson plans, lesson notes, records of work covered, and attendance registers. Professional-record checking was positively and significantly associated with teacher performance (r = .63, p < .001). Similarly, the chi-square test indicated a statistically significant association between professional-record checking and teacher performance (χ² = 22.18, df = 4, p < .001). Qualitative findings further indicated that regular checking enhanced teacher preparedness, organization, accountability, and adherence to curriculum requirements, particularly when accompanied by constructive feedback. The study concludes that professional-record checking contributes to teacher performance when implemented as a developmental and supportive supervision practice rather than solely as a compliance-monitoring mechanism. The study recommends regular and structured professional-record review, accompanied by timely feedback, mentoring, and follow-up support to strengthen instructional practice and teacher performance in public junior secondary schools.
