Influence of Headteachers’ Supervision on Implementation of Digital Literacy Programmes in Public Primary Schools in Marsabit North Sub- County, Marsabit County, Kenya

Dub Abudho Kofo &Joyce Gikandi
School of Education
Mount Kenya University
Email: dubkofo@gmail.com

Abstract: Headteachers’ supervision plays a key role in the implementation of digital literacy programmes (DLP) in schools. However, in Marsabit North Sub- County, implementation of digital literacy programmes has not been smooth. This study sought to determine the influence of headteachers’ supervision on implementation of DLP in public primary schools in Marsabit North Sub- County, Marsabit County, Kenya. The study was guided by the supervision theory and network society theory. The study adopted mixed methodology and concurrent triangulation research design. Target population was 138 respondents which comprised 18 headteachers and 120 teachers from which a sample of 102 respondents was determined using Yamane’s Formula. This consisted of 6 headteachers and 96 teachers. Questionnaires were used to collect data from teachers and interviews for headteachers. Qualitative data were analyzed thematically and presented in narrative form. Quantitative data were analyzed using descriptive statistics such as frequencies and percentages and inferentially using Pearson’s Product Moment Correlation Analysis using Statistical Package for Social Sciences (SPSS Version 25) and presented using tables. The study found that few public primary schools have implemented DLP. This is partly since headteachers rarely supervise the process. Thus, headteachers should take a more active role in supervising the use of technology, ensuring that it enhances teaching practices. The Ministry of Education should develop an official policy which requires the Teachers’ Service Commission to recruit ICT teachers to increase their number in schools.