Supportive Supervision and Teacher Performance in Selected Secondary Schools in Sironko District

Abstract

This study examined the effect of head teachers’ supportive supervision on teacher performance in selected secondary schools in Sironko District, Uganda. Guided by Herzberg’s Two-Factor Theory, the study focused on three key dimensions of supportive supervision: head teachers' supervision characteristics, supervision practices, and collaborative supervision approaches. A mixed-methods approach was employed, combining quantitative data from questionnaires administered to 175 respondents (12 head teachers and 163 teachers) with qualitative insights from interviews. Quantitative data were analyzed using descriptive statistics, Pearson correlation, and regression analysis, while qualitative data were thematically analyzed. Findings revealed a moderate positive correlation between head teachers’ supervision characteristics and teacher performance (r = 0.334, p < 0.01), suggesting that head teachers’ leadership, conflict resolution skills, and professional guidance influence teacher effectiveness. Supervision practices, including lesson observations, performance target setting, and feedback provision, also showed a significant impact on teacher performance (r = 0.303, p < 0.01). However, variations in supervision implementation and teachers' perception of supervision as punitive rather than developmental were noted as challenges. Collaborative supervision practices, such as joint decision-making and peer coaching, were less pronounced but demonstrated potential for enhancing teacher engagement. The study concludes that head teachers' supportive supervision significantly influences teacher performance, particularly in fostering instructional quality, professional growth, and accountability. It recommends strengthening professional development programs, promoting a culture of constructive feedback, and enhancing collaboration between supervisors and teachers. These findings contribute to the ongoing discourse on educational leadership and teacher effectiveness in resource-limited settings, offering practical insights for policymakers, school administrators, and educators.