Support Supervision and Teachers’ Professional Development in Government-Aided Secondary Schools in Katakwi District, Uganda
| dc.contributor.author | Tom Odeke | |
| dc.date.accessioned | 2024-09-12T11:41:09Z | |
| dc.date.available | 2024-09-12T11:41:09Z | |
| dc.date.issued | 2024-08-22 | |
| dc.description | Postgraduate Research | |
| dc.description.abstract | The study assessed the influence of Support Supervision on Teachers‟ Professional Development in government-aided secondary schools in Katakwi District. The following objectives guided study: to investigate the role of supervisors‟ collaborative culture in fostering teachers‟ professional development, to assess the impact of needs assessment on teachers‟ professional development, and to examine the influence of Monitoring and Evaluation on teacher professional development in government-aided secondary schools in Katakwi District. A 2020PEASUganda report that indicated that teacher professional development programmes had less impact on teachers in Uganda motivated the study. The review of related literature showed there was a dearth of studies on the effect of support supervision on teachers‟ professional development in the country. The study adopted a mixed paradigm and cross sectional survey design; however, it was majorly quantitative. A sample size of 132 teachers was selected using simple random sampling, and nine head teacher, nine Board members and one District Education Officer were purposefully selected for interviews. The study used self- administered closed ended questionnaire and interview guide for data collection. The overall validity of the instruments score was 0.75 while the reliability score was .930. Quantitative data was analyzed using simple linear regression and qualitative data was analyzed using content analysis. The study findings revealed that there was at least teachers‟ professional development as indicated by the overall mean value of 3.18, which meant that on average the respondents agreed there was teachers‟ professional development. The study investigated the relationship between support supervision and Teachers‟ Professional Development using a Pearson product-moment correlation coefficient: results revealed all the three aspects i.e. collaborative culture, needs assessment and monitoring and evaluation had a large positive influence on teachers‟ profession development. A standard multiple regressions analysis results revealed that only Monitoring & Evaluation and needs assessment make statistically significant contribution in explaining the teachers‟ professional development with total monitoring and evaluation scale making the strongest unique contribution, recording a higher beta value (β = .636, p < .05) than the total Needs Assessment Scale (β = .211, p < .05). This means that only Monitoring & Evaluation and Needs Assessment made a unique, and statistically significant, contribution to the prediction of Teachers‟ Professional Development. The study concluded that teachers have different perceptions on the current support supervision in the PDs as they cater for individual teachers‟ professional goals: there was limited collaborative supervision in schools, head teachers rarely conducted teachers‟ needs assessment, and monitoring and evaluation was very influential in professional development although feedback was less constructive and helpful to schools and teachers. The study, therefore, recommended that the existing in-service professional development activities to be restructured to focus more on what teachers are to teach each term; teachers to attend professional development activities each term and year and to be conducted during the school holidays; and head teachers to assess teachers regularly and follow-up activities to be conducted immediately after the attendance of a PD; and appropriate and well-organized monitoring and evaluation mechanisms to be designed to drive efficiency and efficacy of teacher professional development. | |
| dc.identifier.uri | http://hdl.handle.net/20.500.11951/1391 | |
| dc.language.iso | en | |
| dc.publisher | Uganda Christian University | |
| dc.title | Support Supervision and Teachers’ Professional Development in Government-Aided Secondary Schools in Katakwi District, Uganda | |
| dc.type | Thesis |