Administrative Supervision and Teachers’ Performance in Secondary Schools, Mbale City-Uganda

Abstract

The study investigated the relationship between administrative supervision and teachers’ performance in the secondary schools in Mbale City, Uganda. The study was guided by the following objectives; to find the relationship between administrative support for teachers' development and teacher’s performance secondly to examine the relationship between administrative mediation and teacher’s performance. Then to determine the relationship between administrative level of communication to teachers and teachers performance and finally to establish the relationship between the administrative supervision and teachers performance. The data was collected from 172 respondents and 12 interviewees (Key informant interviews KII) with head teachers of the schools. The findings reveal that there exist a positive statistically significant relationship between administrative support for teachers' development and teacher’s performance in secondary schools in Mbale City, Uganda since the sig. value is 0.000 less than 0.05. Secondly results indicated there exist a positive statistically significant relationship between administrative mediation and teacher’s performance in secondary schools in Mbale City, Uganda since the sig. value is 0.000 less than 0.05. Thirdly, indicated there exist a positive statistically significant relationship between administrative level of communication and teacher’s performance in secondary schools in Mbale City, Uganda since the sig. value is 0.000 less than 0.05. Finally the relationship between administrative supervision and teacher’s performance in secondary schools of Mbale city from computed ANOVA table show that, the value of F was 56.730 and it is high, the P-value was 0.000 lower than the significant values of 0.050. The study concludes that administrative support for teachers' development in schools of Mbale city can highly induce the teacher’s performance in the schools. The study results indicate that administrative support can be an avenue for highly improving the teacher’s performance in the secondary schools. The study concludes that administrative mediation in conflicts is existing in moderate terms on teacher’s performance in secondary schools in Mbale city. The results indicate that administrative mediations are generally occurring at lower horizons and modes of the mediation can generate some moderate performance of teachers in the secondary schools. The study concludes that administrative level of communication is deemed moderately significant in attaining the teacher’s performance in the schools. It’s worth concluding that the level of communication enhancement if done well is a step towards enabling teacher’s performance in secondary schools in Mbale city and finally results from the study conclude that administrative supervision on overall is an avenue for inducing the teacher’s performance in the secondary schools. The study further contends that the actual needs for the administrative supervision are a geared towards the teacher’s performance in the secondary schools. The study further recommend for the design of a policy that is compatible to handling the emergencies of confrontations in the schools. Administrative level of communication need to be clearly defined, the modes of interaction need to be well designed.