Master of Education

Head teachers’ supervisory roles and their influence on teacher effectiveness in public secondary schools in Mayuge district, Uganda

2026-05-05T10:06:29Z

Head teachers’ supervisory roles and their influence on teacher effectiveness in public secondary schools in Mayuge district, Uganda Mbabazi, Annet This study explored the influence of Head Teachers’ Supervisory Roles and Their Influence on Teacher Effectiveness in Public Secondary Schools in Mayuge District, Uganda. The specific objectives were to: (1) examine the various supervisory roles performed by head teachers, (2) identify various ways that determine the effectiveness of teachers, and (3) assess the impact of Head Teachers’ Supervision roles on the effectiveness of teachers. To achieve these, both quantitative and qualitative research approaches were employed. A cross-sectional research design was used to capture a snapshot of the current educational environment. The total sample included 144 participants, comprising 124 quantitative samples teachers, district education officers, and some head teachers selected through simple random sampling for representativeness, and 20 qualitative samples head teachers, parents, and district education officers chosen purposively and via snowball sampling for in-depth insights. Data collection involved questionnaires for quantitative data and face-to-face interviews for qualitative data. Quantitative data was analysed using SPSS to compute means, standard deviations, correlation coefficients, and regression models, while qualitative responses were thematically analysed for deeper understanding. Findings showed that the correlation between supervisory roles and teacher effectiveness have no correlations and the relationship is not significant relationship (P = 0.964, R = 0.004), suggesting these roles alone do not predict improved teaching performance. However, head teachers actively engaged in supervisory roles such as instructional leadership, mentorship, fostering collaboration, and classroom supervision, with high mean scores (ranging from 4.18 to 4.62), and indicating positive perceptions. This implies that the ministry of education should concentrate on other contributing factors that enhance teacher effectiveness other than enhancing Head teacher supervisory roles. The second objective identified factors such as ongoing training, resource availability, and teacher welfare, with mean scores from 2.56 to 4.54, but correlations indicated negligible relationships (P > 0.05, R ≈ 0). For the third objective, the impact of supervision roles on teacher effectiveness showed minimal association (P = 0.664, R = 0.040), with regression confirming the lack of significant influence. The study concludes that while head teachers perform various supervisory functions, these roles do not statistically predict teacher effectiveness. Nonetheless, qualitative findings highlighted that improving teachers’ welfare, remuneration, and ongoing training could strengthen the supervisory-effectiveness relationship. Recommendations include capacity building for supervision, enhancing teacher welfare, and fostering collaborative environments to improve teaching quality in Ugandan secondary schools. Lutalo Bernard; Lutalo Bernard

Head-teachers’ supervision roles in enhancing teachers’ effectiveness in selected public secondary schools in Kamwenge district, Uganda

2026-05-05T09:47:03Z

Head-teachers’ supervision roles in enhancing teachers’ effectiveness in selected public secondary schools in Kamwenge district, Uganda Kayirebe, Clairre The study aims at examining the effect of head-teachers’ supervision roles in enhancing teachers’ effectiveness in selected public secondary schools in Kamwenge district, Uganda. The objectives included, finding out the functions underheard- teachers’ supervision role in selected public secondary schools, examining the effectiveness of teachers under supervision of head-teachers in selected public secondary schools, and finding out the effect of head-teachers ‘supervision role on teachers’ effectiveness in public secondary schools in Kamwenge district. A descriptive research survey design was used to guide this study based on a non-probability sampling design. The study applied a qualitative approach. The total population included teachers, head-teachers, deputy head-teachers and directors of studies, totalling to 92 participants. An interview guide and focus group discussion guide were used in collecting data that was qualitatively analysed. The study revealed that time management (in the form of scheduling, punctuality and time control); effective monitoring of: scheme of work, teachers’ code of conduct, lesson plans, students’ academic progress, and learning development; and formative feedback i.e. coaching, appraising of staff and induction of new teachers; these are the major functions underheard-teachers’ supervision role in selected public secondary schools in Kamwenge district. The study also revealed that proper teachers’ effectiveness can be observed by the performance of an individual teacher directly corresponding to the performance of students in National Examinations, lessons delivered on time, teachers’ regularity and punctuality, and content syllabus coverage. The study finally revealed that monitoring makes teachers comply with the lesson plan; makes teachers comply with the scheme of work; and makes teachers become punctual for classes effects of monitoring on teachers’ effectiveness in teaching. Time scheduling has a bearing on the performance of teachers in selected secondary schools. The formative feedback helps teachers to keep on track as per the lesson plan. The study concluded that head-teachers' supervision roles influence teachers’ effectiveness in selected public secondary schools in Kamwenge district. The study recommends that there is a need for streamlined coordination between school stakeholders to ensure proper flow of information, monitoring, and guidance during school supervision, thus able to achieve teachers’ effectiveness. Musamba William; Musamba William

The influence of receptivity to instructional feedback and anxiety in learning mathematics among senior two secondary school students in Namutumba district, Eastern Uganda

2026-05-05T09:32:24Z

The influence of receptivity to instructional feedback and anxiety in learning mathematics among senior two secondary school students in Namutumba district, Eastern Uganda Ijala, Johnson This study examined the relationship between receptivity to instructional feedback and anxiety in learning mathematics among S.2 students in the selected secondary schools in Namutumba District. The study was grounded by control value theory of achievement emotions, and guided by the specific objectives: to establish the associations between receptiveness to instructional feedback and anxiety towards learning mathematics; to examine the differences in the levels of mathematics anxiety with respect to students’ demographic characteristics, and to establish the extent to which receptiveness to instructional feedback predict anxiety towards learning mathematics. The study adopted a cross-sectional design, using quantitative approach. The study population was 685 S.2 students in all the 3 selected secondary schools in Namutumba District. The study used simple random sampling to select a sample of 306 students determined using Krejcie and Morgan (1970) table. A self-administered questionnaire was used to collect the data. The findings revealed that there is a statistically significant moderate positive association between students receptiveness to instructional feedback and mathematics anxiety as (r=0.560**, p<.01), there is a statistically significant difference in the levels of mathematics anxiety with respect to the students’ demographic characteristics (F=8.718, p=0.000<.05), and students’ receptiveness to instructional feedback counted for 31.1% of the variance in mathematics anxiety (Adjusted R Square=.311). The study concluded that: students’ receptiveness to instructional feedback is associated with mathematics anxiety among senior two secondary school students in Namutumba District; the levels of anxiety arise from demographic characteristics of senior two secondary school students in Namutumba district and receptiveness to instructional feedback predicts anxiety towards mathematics among senior two secondary school students in Namutumba District. The study also recommended that school administrators, policy makers, parents and other stakeholders in education to: design instructional processes that are responsive to the anxiety faced by senior two students in learning mathematics by ensuring behavioral and cognitive engagement, change both instrumental and experiential attitude of S.2 students in Namutumba District; cater for students’ individual differences in learning mathematics basing on gender, birth order and age. Lastly, school administrators to invest more resources like time in ensuring that students receive supportive instructional feedback with the aim of improving engagement and performance in learning mathematics Muwonge Magoba Charles; Muwonge Magoba Charles

Supervision of schools by local government inspectors and teachers’ job performance in government aided primary schools

2026-05-04T09:38:10Z

Supervision of schools by local government inspectors and teachers’ job performance in government aided primary schools Kalasha, Mukiiza Godfrey The study investigated Supervision of schools by local government Inspectors and teachers‟ job performance in government aided primary schools in Lwengo district. The study was guided by the three specific objectives; first, to examine how classroom observation by local government inspectors influences teachers job performance, second, to establish how interviews by local government inspectors influences teachers job performance and thirdly, to find out the effect of feedback by local government inspectors on teachers job performance. Four inspectors (4), ninety-seven (97) head teachers and two hundred ninety-seven (297) teachers who were selected from 130 government aided primary schools in Lwengo that took part in the study. During the study, the researcher used a descriptive research design, the design enabled the researcher to have an in- depth descriptive analysis. The researcher used questionnaires and interview schedules to elicit data from the participants. On objective one, the findings revealed that classroom observations by local government inspectors improves teachers‟ job performance by 100%. Findings on objective two showed that some local government inspectors hold face to face interviews with teachers and this enhances classroom instructions. Findings on objective three revealed that inspectors give feedback reports to teachers in form of constructive criticisms and this helps them to correct their mistakes. The researcher concludes that Supervision of schools by local government inspectors improves teachers‟ job performance. Therefore, the researcher recommends that local government inspectors should at least supervise schools twice a term with an aim of ensuring that teachers improve their teaching and learning in all schools. O’dama Kayi Modest; O’dama Kayi Modest