Head Teacher Supervisory Practices and Teacher Performance in Primary Schools in Kaliro District – Uganda

Abstract

The study examined the relationship between headteacher supervisory practices and teacher performance in primary schools in Kaliro District. Specifically, the study sought to establish the relationship between headteachers’ approving of schemes of work/lesson plans and teacher performance, the relationship between headteachers’ lesson observation and teacher performance; and the relationship between headteachers’ appraisal and teacher performance in the primary schools in Kaliro District. The study adopted a cross-sectional survey research design in which both qualitative and quantitative approaches were used to collect data from a total of 285 respondents. The respondents were selected using purposive and simple random sampling and data was gathered using a self-administered questionnaire and face-to- face interviews. Quantitative data collected was analyzed using decriptive and inferential statistics generated using the Statistical Package for Social Scientistis (SPSS - ver 20) while the qualitative data was analyzed using thematic and content analysis. The study found out that approval of teachers’ schemes of work/lesson plans was frequently done and teacher performance was also good with a Pearson correlation coefficient of -.255. The study also found out that observation of teachers’ teaching was moderately done and the Pearson correlation coefficient was .330; while appraisal of teachers was well-done with a Pearson correlation coefficient of -.375. The study concluded that there was a weak negative relationship between headteachers’ approval of schemes/lesson plans and teacher performance; there was a weak positive relationship between headteachers’ observation of teachers’ teaching and teacher performance; and that there was a also a weak negative relationship between headteachers’ appraisal and teacher performance in the primary schools in Kaliro District. The study recommended among other strategies that headteachers should endeavour to critically review the teachers schemes/lesson plans before approval in order to enhance teacher performance; that headteacher should endeavour to engage teachers in post conferencing after lesson observation to improve on teacher performance; and that headteachers should provide corrective feedback after appraisal in order to enhance teacher performance in the primary schools in Kaliro District.