Instructional supervision and teacher performance in selected primary schools in Butaleja District
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Date
2011-10
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Kampala International University, College/School of Education
Abstract
The study examined the relationship between instructional inspection and
teacher performance in Butaleja Sub County in Butaleja district. Three major objectives
were pursued and they included; establishing the level of instructional supervision in
selected primary schools in Butaleja district, establish the level of teacher performance
in selected primary schools in Butaleja district and establishing the relationship between
instructional supervision and teacher performance in selected primary schools in
Butaleja district. The study used a cross-sectional study design using both quantitative
and qualitative approaches on a population of 105 subjects selected from 12 primary
schools and district education officials. Self administered structured questionnaires,
interview schedules and documentary checklist were designed and administered to
obtain the required information. Quantitative data was presented using frequencies and
percentages, Pearson’s correlation coefficient and regression analysis. The study found
a generally low level of instructional supervision less for the primary teachers
sometimes assuming responsibility for their own instructional improvement through
non-directive supervision and undergoing peer coaching with two or more professional
colleagues aimed at improving their instructional capabilities. There was a noticeable
poor performance less for the teachers submitting their reports. Instructional
supervision had a significant relationship with teacher performance (r=0.977 and p =
0.000) and it predicted 20.7% of the variance in teacher performance. The study
recommended that to achieve the desired teacher performance in poorly PLE
performing rural districts of Uganda, the government of Uganda through the MOES,
district local government councils related to education service delivery, teachers, school
management committees, education NGOs and other stakeholder should ensure that
instructional supervision is enhanced and enforced by supervisors engaging teachers to
set attributes for classroom presentation observations for improved performance;
observing teachers while they taught to assess their performance; giving teacher
opportunity to get feedback from their supervisors on their instruction competencies
and areas of improvement.
Description
A Thesis Report presented to the school of postgraduate studies and research Kampala International University Kampala, Uganda in partial fulfillment of the requirements for the Master’s Degree in Educational Management
Keywords
Instructional supervision, Teacher performance, Selected primary schools, Butaleja District