HEAD TEACHER’S SUPPORT SUPERVISION AND TEACHER EFFECTIVENESS IN GOVERNMENT AIDED PRIMARY SCHOOLS IN MBALE DISTRICT, UGANDA

Abstract

This study investigated the effect of head teachers’ support supervision on teacher effectiveness in Government-Aided Primary Schools in Mbale District. The research addressed the concern that, despite supervisory efforts by head teachers, teacher performance in many schools remained unsatisfactory. The study specifically examined the influence of classroom observation, feedback practices, and follow-up activities on improving teacher effectiveness. A descriptive cross-sectional survey design was employed, integrating both quantitative and qualitative approaches. Data were collected from both teachers and head teachers using questionnaires and interviews, and analyzed using descriptive and inferential statistics. Simple linear regressions revealed that classroom observation alone explained 61.1 % of the variance in teacher effectiveness (R² = .611, F=20.75, p < .001), feedback practices accounted for 49.4 % (R² = .494, F = 34.86, p < .001), and follow‑up activities contributed 58.4 % (R² = .584, that 65.9 % of the variability in teacher effectiveness was jointly explained by the three supervisory components. The findings showed that teacher performance significantly improved when supervision was systematic and continuous. It was concluded that well executed classroom observations, timely feedback, and regular follow-up by head teachers positively influence teacher effectiveness. The study recommends that education managers institutionalize structured supervision mechanisms to enhance the professional growth and performance of teachers.