Supervision and teacher efficiency in selected secondary schools in karamoja sub-region Uganda

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Kampala International University, College of Education Open and Distance Learning
The purpose of this study was to determine if there was a significant relationship between the degree of supervision and the level of teacher efficiency in the selected area of study and approves and disapprove the theory on which the study was based, to validate knowledge. This study was guided by four objectives, to determine the profile of respondents in terms of age, gender, work experience, occupation and qualification, to determine the degree of supervision in terms of administrative, supportive and educative role of supervision, to determine the level of teacher efficiency in terms of, teaching methods used, concern for students and delivery of subject matter. It was carried out using self-administered questionnaires and universal purposive sampling method was used to determine the sample size given a small population of 150. Data were analyzed using frequencies, percentages, means and Pearson’s linear correlation coefficient with the use of SPSS software package. The study findings revealed that majority of the respondents were males (6l%) and minority were females (39%). It also revealed low degree of supervision (mean, 2.1) and a low level of teacher efficiency (mean L8) it also revealed a positive relationship between the degree of supervision and the level of teacher efficiency. It was recommended that the Ministry of Education and Sports and Supervisors should constantly carry out supervision in schools to enhance teacher efficiency, constant evaluation of teachers in class through appraisal forms, feedback of supervisory visits be thoroughly discussed and that supervision should be broaden to include school personnel such as heads of department senior teachers. Areas of further research were suggested such as HIV / AIDS and teacher efficiency, the same study can be conducted at a provincial level to provide a clear and broader picture of the problems concerned with learner supervision through the principal control of punctuality that were not revealed by this study.
Thesis Presented to the College of Higher Degrees and Research Kampala International University Kampala, Uganda in partial fulfillment for the award of a Masters Degree in Educational Management and Administration of Kampala International University
teacher efficiency, secondary schools, karamoja, Uganda