Quality Assurance and Standards Officers Communication Strategies and Effective Secondary Schools Teacher Supervision in Nandi East Sub –County, Kenya

The purpose of the study was to assess the Quality Assurance and Standards Officers’ (QASO) communication strategies and effective Secondary Schools Teacher supervision in NandiEast Sub County, Kenya. The study adopted a survey research design for its ability to emphasize an understanding of QASO communication strategies and also its ability to extend experience. Target population comprised of 5 QASO representatives, 20 head teachers, 20 deputy head teachers, 100 H.O. D’S and 565 teachers of secondary schools to make a total target population of 710 respondents. The sample size of the study was calculated using the formula recommended by Nassiuma 2000. Simple random sampling technique was used to select 249 respondents. Questionnaire and interview schedule was used as data collection instruments. Data was analyzed using descriptive statistical techniques where frequencies and percentages were used. Data was presented using frequency tables, pie charts and bar graphs. The study established that there was a communication breakdown between QASOs and teachers on date of supervision in advance. However, QASOs have satisfactory abilities to communicate clearly and objectively during pre-observational and plenary conference. QASOs are conscious of the language they use and always encourage dialogue in the instructional supervision process. The study recommends that there should be effective communication between teachers and QASO. It is hoped that the findings of the study will be significant in providing empirical evaluation of QASO communication strategies of enhancing supervision of teachers in schools. Introduction Supervision is a multifaceted process that focuses on instruction to provide teachers with information to improve their teaching performance (Beach & Reinhartz, 2000). Supervision of instruction or teachers’ supervision takes place in a building, in a classroom, mainly through observation and evaluation of the teaching process (Glanz, 2012) and is described as direct assistance as it enables supervisor share his/her suggestions with the concerned teacher for future improvement. Supervision involves guiding, communication, refreshing, encouraging, improving infrastructure and overseeing certain given group with the aim of gaining their co-operation and eliciting effectiveness. Since the ultimate goal of any evaluation is to continue successful programs or improve less successful ones, communication in the forms of public disclosure and evaluator-evaluatee communication is essential(Udeozor, 2004). Globally, the establishment and implementation of supervision strategies has had a better hand in the general teachers’ supervision and has contributed towards efficiency in the Education sector on a global scale and studies have been conducted to determine the various established and implemented supervision strategies and the effectiveness of these strategies in enhancing teachers’ supervision process. According to Dinko (2011), proper balance in the establishment and ARTICLE INFO Received 8 September, 2019 Received in Revised Form 26 October,