Impact of head teachers’ supervision practices on teachers’ job performance in private secondary schools in Ibanda district, South Western Uganda. A cross-sectional study.
Year: 2025
Type: article
Study design: Observational Study
Abstract: . Education systems worldwide face similar challenges in ensuring effective teaching and learning outcomes, with supervision playing a critical role in achieving educational goals. The study examines the influence of head teachers’ supervision practices on teachers’ job performance in private secondary schools in Ibanda District, Southwestern Uganda. Methodology A descriptive cross-sectional study design was adopted, employing both quantitative and qualitative methods. Quantitative data were collected using structured questionnaires administered to teachers. Qualitative data were gathered through semi-structured interviews with headteachers and directors of studies, providing in-depth insights into the implementation, challenges, and perceptions of supervision practices. Results The majority of the participants fall within the age groups of 20–40 years; 75 (69.4%) of them were male. Descriptive statistics revealed that the mean score for supervision practices was 2.3398 with a standard deviation of 0.82925, while the mean score for teachers’ job performance was 1.4454 with a standard deviation of 0.67566, based on 108 respondents. The Pearson correlation coefficient between headteachers’ supervision practices and teachers’ job performance was r = 0.841, with a significance level of p < 0.01, indicating a strong, positive, and statistically significant relationship. Conclusion The study establishes that headteachers’ supervision practices are critical in shaping teachers’ job performance in private secondary schools in Ibanda District. Effective supervision by headteachers is essential for enhancing teacher performance in private secondary schools. Recommendations. Headteachers in Ibanda District should continue to implement structured and consistent supervision practices, including regular classroom observations, timely feedback, mentorship, and professional development activities, to sustain and further improve teacher effectiveness and student outcomes.
Source: SJ Education Research Africa
DOI: 10.51168/sv4mge10
Institution: Bishop Stuart University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: hybrid
Funder: Strong
OpenAlex ID: W4414670797
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