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The purpose of this study is to investigate the influence of secondary school teacher’s
perception on the role of quality supervision QASO in Kitui Central District. The study
focused on identifying the main factors contributing towards secondary school teachers
having a negative attitude towards external supervision. The proposed study was be
guided by the following objectives; to establish the extent to which the frequency QASO
visits influences the teachers’ attitude to QASO, to establish how the teachers gender
influences their attitude to external supervision and to establish the influence of
professional qualifications and experience on teachers perception towards QASO. The
researcher used descriptive research design and purposive sampling was done by
selecting respondents for the study. The sample size consisted of twelve principals and
sixty teachers. The instruments for data collection consisted of a structure questionnaire
for both principal and teachers. The questionnaire was pre-tested by means of a pilot
study where the university of Nairobi lecturers ascertained validity. The split- half
method was used to establish reliability. The collected data was analyzed using
descriptive statistics and the results discussed. Through analysis the study established
that, even though the visits to public secondary schools by QASOs were frequent, they
were more regular in some terms and schools than others. There is therefore need for the
Ministry of Higher Education to ensure every secondary school in country is visited by
QASOs with equal frequency. The visits by QASOs were said to be abrupt and
unannounced which made teachers feel ambushed and uncomfortable with them. There is
need for the Ministry of Higher Education to come up with a visiting schedule that is sent
to schools as the year or term begins. This will avoid disrupting school programs as well
as alert teachers that there would visitors on such a date. Both teachers and their head
teachers did not like the idea of QASOs visiting schools every month. The QASOs asked
teachers foolish and difficult questions which they were unable to answer. The head
teaches felt it was good for the schools to be left alone to concentrate on teaching. They
felt with a competent teaching force, the role of QASOs was minimal. Regarding attitude
on gender, it was felt that QASOs did not discriminate teachers on gender grounds. They
were however friendly, sympathetic and sometimes autocratic to some gender. The head
teachers felt both genders were likely to be interviewed when QASOs visited schools and
it was not the preserve of one gender. It was also observed that male gender needed more
supervision than female gender. This is probably because some men engage in acts such
as smoking alcoholism even during class time. It was found that most of the teachers
were well qualified and possessed degrees and diplomas, and had adequate working
experience of between 10-15 years. Head teachers felt the length of service a teacher had
influenced the effectiveness in supervision. It was also felt that experience leads to better
supervision and results. Even though both external and internal supervision were
considered important to the school, the latter was more critical. Therefore there is needed
to come with a policy that streamlines both external and internal supervision so that both
are not in conflict.