HEADTEACHERS’ SUPPORT SUPERVISION AND ENHANCEMENT OF UPE TEACHERS’ TEACHING EFFECTIVENESS IN KIBAALE DISTRICT: A CASE STUDY OF KIBAALE TOWN COUNCIL, UGANDA

Deo Kabuuka, R. Victoria Tamale Kaggwa, John Paul Kasujja

Abstract


The research investigated the influence of headteacher support supervision in enhancing teachers’ teaching effectiveness in UPE Schools in Kibaale Town Council, Kibaale District. The study focused on identifying the supervisory activities carried out by headteachers to enhance teachers’ effectiveness in teaching in UPE schools and also to determine the extent to which headteachers’ support supervision of teachers influences teachers’ effectiveness in teaching in UPE schools in Kibaale Town Council, Kibaale District. The study sample size was 98 respondents, of which 85 respondents were teachers and 13 headteachers from UPE schools in Kibaale Town Council, Kibaale District. The study utilized a descriptive cross-sectional survey design, which enabled the use of both qualitative and quantitative approaches. The findings were presented descriptively using frequency tables, graphs and percentages. The study employed purposive and simple random sampling techniques with a descriptive analysis. The study findings revealed that, despite the challenges headteachers face, their supervisory activities and support positively influence teachers’ effectiveness in teaching in UPE schools of Kibaale Town Council. Therefore, the study recommended that the Ministry of Education and Sports allocate enough resources to the schools to ensure that headteachers conduct their supervision work effectively. Also, the Ministry of Education should organize refresher training to equip headteachers with more skills for conducting teacher supervision in UPE schools of Kibaale Town Council.

 

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headteachers, support supervision, teaching effectiveness, Kibaale district

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References


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DOI: http://dx.doi.org/10.46827/ejes.v11i7.5428

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