The impact of support supervision and teachers’ effectiveness in the primary schools in Bukigai sub-county

Abstract

The study examined the influence of support supervision on teacher effectiveness in in primary schools in Bukigai Sub-County, Bududa district. The study specific objectives included; to find out the effect of instructional supervision on teachers effectiveness in selected primary schools in Bukigai sub-county, Bududa district; to examine the effect of communication on teachers effectiveness in the selected primary schools in Bukigai sub-county, Bududa district, and to assess the effect of moderation of learners assessment on teachers effectiveness in selected primary schools in Bukigai sub-county, Bududa district. The study population was 250 respondents and the sample size was 148 determined using Morgan and Krejcie table. The study used a questionnaire and interviews to collect data from respondents. The study revealed a strong positive and significant relationship between support supervision and teacher effectiveness at (r) = 0.777**; p = 0.000 at the level of significance. a strong positive and significant relationship between communication and teacher effectiveness at (r) = 0.767**; p = 0.000 at the level of significance. A strong positive and significant relationship between moderation of learners assessment and teacher effectiveness at (r) = 0.953**; p = 0.000 at the level of significance. Moderation of learner assessment yields 91.5% positive improvement in teacher effectiveness. Instructional supervision yields a 24% of positive improvement in teacher effectiveness. Communication results into 18.8% positive improvement in teacher effectiveness. The study concludes support supervision moderately influences teacher effectiveness in in primary schools. The study recommends that; in order to increase teacher effectiveness school administrators and other education stakeholders should emphasize the importance of support supervision. School administrators fund focused professional development initiatives that improve teachers’ ability to communicate in the classroom with an emphasis on clarity and the use of both verbal and nonverbal clues. School administration should offer ongoing training and precise guidelines on assessment moderation.