KATUSIIME JACKSON2025-08-132025-08-132025-08-12https://hdl.handle.net/20.500.11951/1739MASTERS POST GRAGUATE RESERCHSupervision in schools is a fundamental process aimed at providing professional support to teachers and enhancing instructional quality for effective teaching and learning. This study examined “The Influence of Teacher Supervision on Effective Teaching and Learning in Public Secondary Schools in Uganda: A Case Study of Masindi District.” Specifically, the study sought to: (i) identify teacher supervision practices conducted in public secondary schools in Masindi District; (ii) examine the influence of lesson observation on teachers’ performance; and (iii) assess the influence of instructional supervision on effective teaching and learning. A qualitative case study design was adopted to enable an in-depth exploration of the phenomena within its real-life context. Using a purposive sampling technique, data were collected from 90 participants comprising head teachers, deputy head teachers, and classroom teachers from selected public secondary schools. Semi-structured interview guides and documentary analysis were the primary tools for data collection, allowing for rich, contextualized insights into supervisory practices and experiences. Findings revealed that teacher supervision in Masindi District was largely minimal, with variation in the frequency and quality of its implementation. Where present, supervision fostered teacher enthusiasm, encouraged adherence to professional responsibilities, and was facilitated through tools designed at the school level or provided by the Ministry of Education and Sports. Lesson observations were typically scheduled at least once per term, complemented by irregular classroom visits. Collaborative supervision—such as joint preparation of schemes of work and lesson plans—enhanced teamwork, professional knowledge sharing, and pedagogical improvement. Additionally, head teachers’ leadership practices, including delegation, communication, and problem-solving, were instrumental in fostering shared responsibility for instructional improvement. The study concludes that while existing supervision practices have the potential to improve teaching and learning, their impact is constrained by inconsistency, irregularity, and limited follow-up. It recommends strengthening performance appraisal systems, institutionalizing collaborative planning between head teachers and teachers, and enhancing the developmental focus of supervision. Suggestions for further research were made to explore the influence of supervision across different educational contexts and to examine its relationship with student learning outcomes in greater depth.enThesis