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

Abstract

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.