Instructional Supervision and Teacher Performance in Secondary Schools in Wakiso District-Uganda

Authors

  • Abuko Catherine Mount Kenya University, Rwanda
  • Dr. Hesbon Opiyo Andala Mount Kenya University, Rwanda

DOI:

https://doi.org/10.53819/81018102t5307

Abstract

The effectiveness of instructional supervision enhances the performance of teachers in their daily teaching activities which also improves the school productivity. The purpose of this study therefore sought to show the correlation between instructional supervision and teacher performance in Secondary Schools in Wakiso District-Uganda. The study adopted a descriptive survey research design and a correlation research design. The target population was 679 people corresponding to the sample size of 252 respondents by using Solvin’s formula. Questionnaire was used as research instrument for data collection. Through data analysis, the findings revealed that supervision was grouped distinctively in these schools. 53 % agreed that instructional supervision is carried out in their district, while 11% recognized the existence of inspection by personnel, 16 % accepted that supervision in general was carried out in schools. It was also noted that 87% firmly approved that challenges do exist during supervision, 11% settled with it and 2% disagree. They include: Instructional supervisors struggle with ambitious goals. They are therefore overworked and realized mediocrity; instructional supervisors are short of financial enticements, certain instructors are not willing to ascertain their limitations, supervisors are challenged by the inadequacy of time for teachers, some supervisors are restricted to services. It was also noted that there is a statistical significant high positive relationship between instructional supervision and teacher performance where R= 0.8421. The study concludes that addressing the challenges in instructional supervision requires specific interventions, such as providing transportation for supervisors, particularly area education officers, and establishing refresher courses for instructional supervisors. The findings from the regression analysis, highlighted by a strong R value, indicate that enhanced instructional supervision practices such as classroom observation, checking of documents, and setting academic targets are closely linked to improvements in teacher performance. The study recommends that Supervisors can address multiple dimensions of teaching including lesson planning, instructional strategies, classroom management, student engagement, assessment practices, and differentiation.

Keywords: Instruction supervision, teacher performance and performance

Author Biographies

Abuko Catherine , Mount Kenya University, Rwanda

Post graduate student, Mount Kenya University, Rwanda

Dr. Hesbon Opiyo Andala, Mount Kenya University, Rwanda

Program leader and research coordinator, school of education, Mount Kenya University, Rwanda

References

Amin, M. (2005). Social science research: conception, methodology and analysis. Kampala: Makerere University.

Ary, D., Cheser, L. J., & Sorensen, C.K. (2010). Introduction to Research in Education (8thed.). Wadsworth: Cengage Learning

Berhane, A. E. (2014). The practices and challenges of instructional supervision in Asossa Zone Primary Schools. Jimma University.

Beach, D. B. &Reinhartz, J. (1989). Supervision: Focus on instruction. New York, NY:Harper& Row.

Beach, D. M., &Reinhartz J. (2000). Supervisory leadership: Focus on instruction. Boston: Allyn and Bacon.

Bennel, P. &Ntagaramba, J. (2008). "Teacher motivation and incentives in Rwanda". A situational analysis and recommended priority actions. Kigali-Rwanda.

Blase, J. &Blase, J. (1998). Handbook of instructional leadership. Thousand Oaks, CA:Corwin Press.

Blase, J., & Blase, J. (2004). The dark side of school leadership: Implications for administrator preparation. Leadership and Policy in Schools. https://doi.org/10.1080/15700760490503733

Blase, J., & Roberts, J. (1994). The micro politics of teacher work involvement: Effective principals‟ impacts on teachers. The Alberta Journal of Educational Research.

Bray, Mark (2000). Community Partnerships in Education: Dimensions, Variations and Implications. Thematic Study prepared for the World Education Forum. Paris: UNESCO.

Bridges, E. M. (1992). Research on the school administrator: The state of the art, 1967-1980. Educational Administration Quarterly, 18(3), 12-33. https://doi.org/10.1177/0013161X82018003003

Cohen, L. & Manion, L. (1987). Research Methods in Education. London, Croom Helm Publishers.

Dan, I. (2011). Decentralized supervision of schools in Kigali City: Issues and challenges. Journal of Education and Practice, 2(1), 1–13. Retrieved from http://www.iiste.org/Journals/index.php/JEP/article/viewFile/1663/1625

Desimone, L. M., Porter, A. C., Garet, M. S., Yoon, K. S., & Birman, B. F. (2002). Effects of professional development on teachers’ instruction: Results from a three-year longitudinal study. Educational Evaluation & Policy Analysis. https://doi.org/10.3102/01623737024002081

Desimone, L. M., Smith, T. M., & Ueno, K. (2006). Are teachers who need sustained, content-focused professional development getting it? An administrator’s dilemma. Educational Administration Quarterly. https://doi.org/10.1177/0013161X04273848

Fraenkel, J. R., & Wallen, N. E. (2003). How to design and evaluate research in education. Retrieved May 21, 2015, from www.mhhe.com

Gaparayi, A., Nsengumukiza, A., & Rutali, G. (2008). Administration of secondary schools. Kigali.

Gay, L.R. (1981). Educational research competencies for analysis and applications.

Ghavifekr, S., & Sani, M. (2014). Head of Departments’ Instructional Supervisory Role and Teachers’ Job Performance: Teachers’ Perceptions. Asian Journal of Social Sciences and Management Studies, 1(2), 45–56.

Glickman, C. D. (1990). Supervision of instruction: A development approach. Boston, MA: Allyn and Bacon.

Glickman, C. D., Gordon, S. P. & Ross-Gordon, J. M. (2001). Super Vision and Instructional Leadership. Needhan Heights, MA: Allyn and Bacon.

Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (1998). Supervision of instruction: A developmental approach (4th ed.). Boston: Allyn and Bacon.

Goldhammer, R., Anderson, R. H., &Krajewski R. J. (1993). Clinical supervision: Special methods for the supervision of teachers (3rd ed.). Toronto, ON: Harcourt Brace Jovanovich College Publishers.

House, R. J., (1971). A path–goal theory of leadership effectiveness. Administrative Science Quarterly, vol. 16.pp. 321–338. https://doi.org/10.2307/2391905

Hunter, M. (1988). Effecting a reconciliation between supervision and evaluation-a reply to Popham. Journal of Personnel Evaluation in Education, 1, 275-279. https://doi.org/10.1007/BF00123823

Infante, D. A, Rancer, A. S., & Womack, D. F. (1997). Building communication theory, 3rd Ed. Waveland Press, Inc.

Jahanian, R., & Mitra, E. (2013). Principles for Educational Supervision and Guidance. Journal of Sociological Research, 4(2), 380–390. http://doi.org/10.5296/jsr.v4i2.4562.

Jomtien conference, (1990). World conference on Educational for all. Meeting basic learning needs. Thailand.

King, B. M. (1991)Leadership efforts that facilitate classroom thoughtfulness in social studies. Modison, WI: National center on effective secondary schools. https://doi.org/10.1080/00933104.1991.10505647

Kutsyuruba, B. (2003). Instructional supervision: perceptions of Canadian and Ukrainian beginning high-school teachers. University of Saskatchewan Saskatoon

McQuarrie, F. O., Jr., & Wood, F. H. (1991). Supervision, staff development, and evaluation connections. Theory into Practice. https://doi.org/10.1080/00405849109543483

Nwaogu, J.I. (1980). A Guide to Effective Supervision of Instruction in Nigerian Schools. Enugu: Fourth Dimension Publishing Co.

Osakwe, R. N. (2010). The relationship between principals’ supervisory strategies and teacher’s instructional performance in Delta North Senatorial District, Nigeria. Pakistan Journal of Social Sciences, 7(6), 437–440. https://doi.org/10.3923/pjssci.2010.437.440

Painter, S. R. (2000). Principals perceptions of barriers to teacher dismissal. Journal of Personnel Evaluation in Education, 14 (3), 253-264. https://doi.org/10.1023/A:1008144215978

Sergiovanni, T. J. & Starratt, R. J. (1993). Supervision: A redefinition. New York, NY: McGraw-Hill.

Sergiovanni, T. J., & Starratt, R. J. (1998). Supervision: A redefinition (6th ed.). New York: McGraw-Hill.

The Basic 12. (2015, February 11). Ngororero: Education officials cautioned to intensify supervision in schools. The basic12.com. Retrieved from http://www.thebasic12.com/ibikorwa/7119/ngororero-education-officials-cautioned-to-intensify-supervision-in-schools/

Tucker, P. D. (2003). The principalship: Renewed call for instructional leadership. Albany, NY: State University of New York Press.

University of Zimbabwe, (1995). A project proposal for the establishment of the center for distance education at the University of Zimbabwe. Harare, University of Zimbabwe.

Downloads

Published

2024-02-12

How to Cite

Catherine , A., & Andala, H. O. (2024). Instructional Supervision and Teacher Performance in Secondary Schools in Wakiso District-Uganda. Journal of Education, 7(1), 38–54. https://doi.org/10.53819/81018102t5307

Issue

Section

Articles

Most read articles by the same author(s)

1 2 3 4 > >>