Abstract:
Supervision of instruction is an effective tool that ensures quality curriculum delivery in
schools, world over. Collaborative Peer Supervision (CPS), is a supervision approach, where, colleague teachers
supervise each other collaboratively, and has been found to positively impact on teacher effectiveness. In
Kenya, there is no official supervision approach that is exclusively used for supervising teachers of English in
secondary schools. This article is based on the research study, which explored English Language Teachers`
views about the usefulness of Collaborative Peer Supervision approach in enhancing Teacher Effectiveness in
the teaching of English Language in public secondary schools in Kenya.The study adapted the Convergent
Mixed Methods Research Design. 286 teachers of English, who participated in the quantitative phase of the
study were randomly selected, while 25 English Language and Library Departmental heads (HODs), were
purposively selected and took part in the qualitative phase of the study, totaling to a sample size of 311. Data
generation was carried out through researcher-developed Likert-Scale type questionnaire, and in-depth interview
guide. The Questionnaire was used to collect quantitative data, while in-depth interview guide collected
qualitative data. Both descriptive and inferential statistics were used to analyze quantitative data, while
Qualitative data was analyzed thematically. The study revealed that, a significant positive relationship exists
between teacher perception of CPS, satisfaction with CPS, and teacher effectiveness. Further, teachers of
English perceive CPS as an effective supervision approach, which can enhance their teaching effectiveness. The
study strongly recommends the introduction of CPS as a complementary supervision approach for supervising
teachers of English in secondary schools in Kenya
