HEAD TEACHER’S SUPERVISORY ROLE AND TEACHER PERFORMANCE IN GOVERNMENT AIDED PRIMARY SCHOOLS IN JINJA DISTRICT, UGANDA

Abstract

The study investigated the relationship between head-teacher’s supervisory role and teacher performance in government-aided primary schools in Jinja District-Uganda. Explicitly, the relationship between head-teacher’s instructional supervision; head-teacher’s administrative supervision, head-teacher professional development supervision and teacher performance in government-aided primary schools in Jinja District was sought by this study. The continuous poor teacher performance in government-aided primary schools prompted this study. This study adopted a cross-sectional survey design, drawing on quantitative as well as qualitative research approaches with a sample size of 259 (including 248 teachers, 10 head teachers, and 1DEO). Purposive sampling, simple random sampling and census inquiry techniques were adopted for the study. Instrument for data collection adopted were the questionnaire and the interview guides. Data were analyzed using SPSS software version 23 with a focus on correlation and regression analyses. Qualitative data were analyzed using the verbatim method where direct quotes relevant to study objectives were captured from data set. The study findings revealed: i) a positive, statistically significant but a strong relationship between head-teacher’s instructional supervision and teacher performance in government-aided primary schools (r= 0.640** p > 0.05); ii) a statistically significant but moderate relationship between head-teacher’s administrative supervision and teacher performance in government-aided primary schools (r= 0.423** p > 0.05); and iii) a statistically significant but weak relationship between head-teacher’s professional development supervision and teacher performance in government-aided primary schools (r= 0.187** p > 0.05) in Jinja District. The researcher concluded that: teachers using good teaching methods, carrying out daily assessment, and evaluation of learners; time tabling, resource allocation and mentorship, are critical steps to improve teacher performance in government-aided primary schools. The study recommends that Head-teachers should regularly organize and facilitate ongoing professional development workshops and seminars to equip teachers with updated pedagogical skills, innovative teaching methods, and subject-specific knowledge.