Headteachers' Supervisory Role in Career Guidance Implementation: A case of Junior Secondary Schools Dagoretti Sub County, Nairobi, Kenya

Career guidance is a vital component of the Competency-Based Education framework that facilitates learners to understand their interests, strengths and future career paths. Despite of this centrality, there is scant empirical data on the effects of these supervisory roles of headteachers on the implementation of career guidance programmes in the Junior Secondary Schools. This study investigated the effects of five supervisory roles, namely supervision of learners' needs-based assessment records, supervision of career guidance programme establishment and compliance with MoE guidelines, supervision of programme delivery effectiveness, clinical supervision, and provision of career experts and job shadowing experiences in the implementation of career guidance programmes in Junior Secondary Schools within Dagoretti Sub-County, Nairobi. Based on the Systems Approach to Supervision developed by Holloway, the study used a descriptive survey design, and 711 respondents were selected based on a sample of headteachers, career teachers and Grade 9 learners. Questionnaires were used to collect data and reliability was established by use of a test-retest method.

Pagina's: 172, Paperback, LAP LAMBERT Academic Publishing