| dc.description.abstract | This paper looks at the effect of instructional supervision by school authorities on the pedagogical practices
of teachers in public secondary schools in Uganda. To date, research into this field in the country has
focused more on the technicalities of supervision rather than on how the teachers have been responding to it.
The study employed a descriptive cross-sectional survey design, in which both quantitative and qualitative
methods of data collection and analysis were applied. Study respondents included 934 teachers randomly
selected from 95 public secondary schools, 76 head teachers, and two officials from the Directorate of
Education Standards of the Ministry of Education and Sports. Ordered logistic regression technique was
used to establish the effect of instructional supervision on the pedagogical practices of teachers. Findings of
the study revealed that both classroom observation (odd ratio=4.1; p=0.000<0.05) and portfolio supervision
(odd ratio=2.3; p=0.000<0.05) have statistically significant effect on the pedagogical practices of teachers in
public secondary schools in Uganda. Furthermore, the study established that school authorities were
inadequately carrying out instructional supervision, thereby leaving teachers to employ ineffective
pedagogical practices. The study concluded that teachers’ pedagogical practices are dependent on the
manner in which they are supervised, other factor notwithstanding. Therefore, in order to augment the
pedagogical practices of teachers, school inspection by the Directorate of Education Standards should be
increased and regular in-service training needs to be provided to head teachers as well as subject heads on
how to conduct classroom observations and portfolio supervision in schools | en_US |
