SUPPORT SUPERVISION AND PERFORMANCE OF PRIMARY SCHOOL TEACHERS IN UGANDA

Abstract

Purpose of the study: The study sought to establish the relationship between support supervision and teacher performance in government aided primary schools in Teso sub-region in Uganda. Study objectives were to establish the relationship between democratic, directive and non-directive support supervision approaches and teacher performance. Methodology: A quantitative case study was used to collect data from 359 primary school teachers, selected from 367 government-aided primary schools. Data was analyzed using, descriptive statistics, Pearson correlation and regression analysis. Findings: Despite low frequency, democratic and on-directive support supervision, empowered teachers to perform their roles effectively. Unique contribution to theory, practice and policy: in order to improve teacher performance, all stake holders need to engage in support supervision of teachers in their schools. The district education officers need to play a major role in ensuring that there is effective support supervision of teachers in schools, government and parents need to increase funding towards education in schools to enhance teacher performance in government aided primary schools in Uganda.