Jackline Akello2026-07-102026-07-102026-05-07https://hdl.handle.net/20.500.11951/2201PostgraduateThis study investigated how support supervision affects teachers' performance in Northern Uganda. The study was carried out in selected secondary schools in Gulu District. The study was guided by three specific objectives that is to say; to evaluate the status of support supervision in secondary schools in Gulu District, to analyze the level of teachers’ performance in secondary schools in Gulu District and to examine the relationship between support supervision and teachers’ performance in secondary schools in Gulu District. The study employed a phenomenological research design to deepen understanding of participants’ lived experiences of support supervision and its influence on teacher performance. The researcher purposively engaged key education stakeholders in Gulu District, including headteachers, teachers, chairpersons, members of the Board of Governors (BOG), and District Education Officers. Semi-structured interviews were conducted with headteachers and District Education Officers, while focus group discussions (FGDs) were held with PTA members and teachers. The findings indicate that support supervision in Gulu District’s secondary schools is characterized by a system that is formally structured yet applied unevenly. Teacher performance across the district is generally moderate, though it shows a consistent upward trajectory. Teachers were assessed primarily through four core indicators: preparation of teaching and learning materials, punctuality and regular attendance at work, sustained and systematic student assessment, and active engagement in co-curricular activities. Overall, the study established a strong and meaningful relationship between support supervision and teacher performance. The study concludes that, although a structured framework exists—anchored by District Education Officers (DEOs), head teachers and principals—the implementation is frequently undermined by logistical constraints, irregular follow-up, and limited resources. Consequently, there is a need to increase funding and to strengthen logistical support for district-level supervision activities, with particular emphasis on rural schools. This should include provision of transportation for supervisors and deployment of digital tools to enable real-time feedback, thereby promoting consistent and equitable support across all regions of the country.enThesis