Effects of Principals' Supervisory Support on Teachers' Work-Life Balance in Isiolo County, Kenya
DOI:
https://doi.org/10.47604/ajep.3903Keywords:
Supervisory Support, Work-Life Balance, Work and Time Management, Isiolo County, KenyaAbstract
Purpose: The study aimed to assess the effects of principals' supervisory support on teachers' work-life balance in Isiolo County, Kenya. Specifically, it sought to determine the effect of principals' supervisory support on teachers' work performance and to assess its influence on teachers' time management and turnover rates.
Methodology: The study employed a descriptive survey design using a mixed-methods approach. A sample of 220 teachers and 23 principals was drawn from 34 public secondary schools in Isiolo County. Data were analyzed using SPSS Version 25, applying both descriptive and inferential statistical techniques.
Findings: The findings indicated no statistically significant relationship between principals' supervisory support and teachers' work-life balance in Isiolo County (F(1,220) = 1.916, p = .168, p > .05). Although routine supervisory practices such as lesson observations were commonly conducted, individualized mentorship was limited due to contextual challenges including high teacher-to-principal ratios, insecurity, and heavy workloads.
Unique Contribution to Theory, Practice and Policy: The study recommends that school leaders conduct regular workload audits with teachers to identify unsustainable work practices and sources of stress. It further recommends that principals establish structured mentorship programmes, particularly for newly recruited teachers, and strengthen the provision of teaching resources. Additionally, principals should receive training in adaptive leadership, focusing on active listening, participatory decision-making, and effective resource allocation to better support teachers in challenging educational environments.
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Copyright (c) 2026 Peter Ochieng Okatch, Prof. Susan Chepkonga, Dr. Ouru Nyaegah
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