Class supervision practices and teachers’ performance in public primary schools in Kakumiro district, UgandaClass supervision practices and teachers’ performance in public primary schools in Kakumiro district, Uganda.

Abstract

The study examined the relationship between class supervision practices and teachers’ performance in public primary schools in Kakumiro District, Uganda. It was guided by three objectives i) To examine the relationship between administrative supervision and teachers’ performance, ii) to assess the relationship between instructional supervision and teachers’ performance and iii) to analyse the relationship between supportive supervision and teachers’ performance. The study adopted a cross-sectional survey design which employed both quantitative and qualitative methods. The study had a population of 100, with a sample size of 80 respondents, of whom 71 took part in the study. This comprised of headteachers, deputy headteachers, heads of department, PTA members and teachers. Correlation results for objective one showed that administrative supervision and teachers’ performance are significantly positively related (r = .276, p < .05). The results for objective two showed that instructional supervision and teachers’ performance are significantly related (r = .160, p< .05). The results for objective three showed that supportive supervision and teachers’ performance are significantly related (r = .412, p< .05). The results showed that supportive supervision has the greatest relationship with teachers’ performance in public primary schools given a higher correlation coefficient of β = .771 compared to those of administrative supervision and instructional supervision with .412. It was concluded that while positive steps are being taken in some areas, such as regular lesson plan reviews and encouraging diverse teaching strategies, there remain significant gaps, particularly in providing sufficient support for adopting new teaching methods and integrating technology. In addition, instructional supervision has a positive impact on teachers' performance, particularly through the regular review of lesson plans and encouragement of diverse teaching strategies, there are significant gaps in supporting teachers' adoption of new teaching techniques and integrating technology into lessons. Under objective one, the study recommends that headteachers and administrators should ensure regular classroom engagement with timely and actionable feedback. Under objective two it was recommended that the Ministry of Education and Sports (MoES) should prioritize the development of training programs for both teachers and administrators, focusing on modern teaching techniques and the use of digital tools. And, under objective three it was recommended that administrators should ensure that mentorship programs are implemented consistently and effectively, offering personalized support for teachers at all career stages.