SUPERVISION OF TEACHING AND TEACHERS’ PERFORMANCE IN GOVERNMENT- AIDED SECONDARY SCHOOLS IN MOYO DISTRICT, NORTHERN UGANDA

Abstract

This study investigated the influence of supervision of teaching activities on teacher performance in government aided secondary schools in Moyo District, Northern Uganda. To achieve the purpose of the study, three null hypotheses were formulated. Cross – sectional research design was used for the study. Purposive sampling was used to identify head teachers and BOG chairpersons, while simple random sampling was used to select teachers and student leaders. Content validity of the instruments was established by subjecting the instruments to the scrutiny of research experts and the instruments refined at their recommendations. Questionnaires further subjected to rating and Content Validity Index (CVI) of 0.974 and 0.939 obtained for the teachers’ and students’ questionnaires respectively. To determine reliability of the instruments, Cronboch’s alpha reliability coefficient was computed for each set of questionnaires using SPSS program (Version 20) and Cronboch’s alpha value of 0.956 and 0.865 obtained respectively, confirming that the instruments were reliable in achieving the objectives of the study. Data collection was carried out using interviews and questionnaire survey. Descriptive statistical Analysis with frequencies and percentages was used to analyze quantitative data and Pearson Product Moment Correlation co-efficient (r) was used to establish the direction and strength of relationship between supervision and teacher performance at 0.05 level of significance. Coefficient of determination (r2) was computed to determine the influence of supervision on teacher performance. Results obtained revealed that supervision of pre-teaching activities, supervision of actual teaching activities and supervision of post teaching activities all have significant positive relationship with teacher performance; also supervision of pre-teaching activities, supervision of actual teaching activities and supervision of post teaching activities all have significant positive influence on teacher performance in government aided secondary schools. The study concluded that supervision of pre-teaching activities has weak but significant positive influence on teacher performance; supervision of actual teaching activities has a high positive influence on teacher performance; and supervision of post teaching activities has a moderate positive influence on teacher performance in government aided secondary schools. The study recommended that supervision be carry out alongside improvement in working conditions to create job satisfaction for teachers for better performance, regular class supervision by head teachers and prompt feedback to the teachers and regular workshops and seminars by Ministry of Education and Sports to equip head teachers with skills for effective supervision that will lead to better performance. Further studies could therefore consider investigating supervision and teacher performance in other districts; investigate supervision and teacher performance in private schools in Moyo District; or investigate other factors influencing teacher performance in schools.