Instructional supervision and teacher performance in selected primary schools in Butaleja District
| dc.contributor.author | Nauia, Annet Joe | |
| dc.date.accessioned | 2019-11-22T13:23:38Z | |
| dc.date.available | 2019-11-22T13:23:38Z | |
| dc.date.issued | 2011-10 | |
| dc.description | A thesis report Presented to the School of Postgraduate Studies and Research Kampala International UniversityIn Partial Fulfillment of the Requirements for the Masters Degree in Educational Management | en_US |
| dc.description.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 perfonmance 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. | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.12306/4235 | |
| dc.language.iso | en | en_US |
| dc.publisher | Kampala International University,school of Postgraduate studies and research | en_US |
| dc.subject | Instructional supervision | en_US |
| dc.subject | teacher performance | en_US |
| dc.subject | Selected primary schools | en_US |
| dc.subject | Butaleja District | en_US |
| dc.title | Instructional supervision and teacher performance in selected primary schools in Butaleja District | en_US |
| dc.type | Thesis | en_US |