HEADTEACHERS’ SUPERVISION AND TEACHERS’ PERFORMANCE IN

UNIVERSAL PRIMARY EDUCATION SCHOOLS:

A CASE STUDY OF SEMUTO SUBCOUNTY IN NAKASEKE DISTRICT, UGANDA

BY

MAINA RICHARD
2022/FEB/MEMP/M230186/DIST

A DISSERTATION SUBMITTED TO THE SCHOOL OF POST GRADUATE

STUDIES AND RESEARCH IN PARTIAL FULFILMENT OF THE
REQUIREMENTS FOR THE AWARD OF MASTER

OF EDUCATION MANAGEMENT AND

PLANNING OF NKUMBA

UNIVERSITY

OCTOBER, 2024

i
 DECLARATION

I, Maina Richard an adult of sound mind hereby declare that this work is my own (original). It

is not copied from any source anywhere. All mistakes found herein are my own for which I

am entirely responsible. I do welcome all sorts of positive criticisms.

Signature:__________________________________Date____________________________

ii
 APPROVAL

This dissertation has been submitted by the permission of my supervisor.

Dr. Frank Pio, Kiyingi (PhD)

Signature: __________________________________________________

Date: _______________________________________________________

iii
 DEDICATION

This humble book is honestly dedicated to my dear wife, Miss Babirye Fredah, my daughter

Mishri Mainah Ciara and my brother Namukowa Ben for enduring my seasonal absence in

two good years and suffering parental assistance, guardian guidance and some financial

hardships while I was heavily spending on my studies.

May this book give you an encouragement to follow the same path, particularly my wife,

daughter, all my children to be and the mentioned brothers of mine.

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 ACKNOWLEDGEMENT

Grateful acknowledgement is made to the following persons who in one way or another

contributed to the production of this dissertation:

My uncles (Mr. Walubiri James Sande (late) and Mr. Nambafu Seth) who nurtured and inspired

me to study. I also recognize my parents (Miss Nandutu Beatrice (mother) and Mr. Wandiba

Joseph Sande (father)) who financed my studies, encouraged and motivated me to keep at

school in all circumstances. In a special way also thank Miss Watuwa Margret and her family

for financial contribution towards my first Degree.

Many thanks also go to my wife Miss Babirye Fredah and my course mates for their

encouragement during the course of carrying out this research especially Mr. Muzemeza

Moses, Mr. Drichi Festo Lagu, Miss Namugonde Annet, Mr. Kizito Lawrence, Mr. Andrew,

Mr. Kamya Benard, Mr. Odeke Brian, Mr. Ssevviiri Hakeem, Mr. Bitanihirwe John, Miss.

Nakimwero Rose, Miss. Kemmariet Stella and Miss. Najjingo Cissy. May God bless you all

for the endeavors.

I am also grateful to extend my sincere special appreciation to my supervisor Dr. Frank Pio,

Kiyingi (PhD) for always sparing time and reading quickly through my researched work and

guiding me by making useful comments that enabled me quickly come up with this dissertation

in time. Indeed you were more than mere supervisor to me but also a good guardian. May the

good Almighty God give you more days to guide of my nature in studies.

All the above identified individuals and many others unmentioned here, I am deeply grateful for

meeting humanitarianisms.

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TABLE OF CONTENTS

DECLARATION.............................................................................................................................ii

APPROVAL...................................................................................................................................iii

DEDICATION................................................................................................................................iv

ACKNOWLEDGEMENT..............................................................................................................iv

TABLE OF CONTENTS.................................................................................................................v

ABBREVIATIONS AND ACRONYMS USED...........................................................................ix

ABSTRACT...................................................................................................................................xi

CHAPTER ONE..............................................................................................................................1

INTRODUCTION...........................................................................................................................1

1.0 Introduction/an over view.....................................................................................................1

1.1 Background to the Study......................................................................................................1

1.1.1 Historical background.......................................................................................................1

1.1.2Theoretical background.........................................................................................................10

1.1.3 Conceptual background........................................................................................................12

1.1.4 Contextual background.........................................................................................................14

1.2. Statement of the problem........................................................................................................16

1.3 Purpose of the study.................................................................................................................19

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1.4 Research objectives..................................................................................................................20

1.5 Research questions...................................................................................................................20

1.6 Hypotheses...............................................................................................................................21

1.7.1 Geographical scope...............................................................................................................21

1.7.2 Content Scope.......................................................................................................................22

1.7.3 Time Scope...........................................................................................................................22

1.8 Significance of the Study.........................................................................................................22

CHAPTER TWO...........................................................................................................................24

LITERATURE REVIEW..............................................................................................................24

2.0 Introduction..............................................................................................................................24

2.1 Theoretical review...................................................................................................................24

Independent variable Dependent variable..................................................................................27

2.3 Related Literature...............................................................................................................28

2.3.1 Head Teachers’ Supervision and Teachers’ Preparation of Pedagogical Documents..........28

2.3.2 Head Teachers’ Supervision and Teachers’ Classroom Instruction and Management...37

2.3.3 Head Teachers’ Supervision and Teachers’ Assessment and Evaluation of Learners.........47

2.4 Summary of Literature review and identification of research gaps....................................52

CHAPTER THREE.......................................................................................................................55

METHODOLOGY........................................................................................................................55

3.0 Introduction.........................................................................................................................55

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3.1 Research Design.................................................................................................................55

3.2 Study population.................................................................................................................55

3.3 Sample Size........................................................................................................................56

3.4 Sampling Strategies............................................................................................................58

3.4.1 Simple random sampling................................................................................................58

3.4.2 Purposive Sampling........................................................................................................58

3.5 Data Collection Methods and Instruments.........................................................................58

3.5.1 Questionnaire..................................................................................................................58

3.5.2 Interview Guide...............................................................................................................59

3.6 Validity and Reliability of Instruments..............................................................................60

3.6.1 Validity............................................................................................................................60

3.6.2 Reliability........................................................................................................................61

3.7 Data Collection Procedure..................................................................................................62

3.8 Data Analysis......................................................................................................................62

3.9 Ethical considerations.........................................................................................................63

3.9.1 Confidentiality................................................................................................................64

3.10 Limitations of the study......................................................................................................64

CHAPTER FOUR..........................................................................................................................66

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA.....................................66

4.1 Respondents’ Demographic Analysis.................................................................................66

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4.2 Study findings based on the themes in relation to the research objectives:........................68

4.2.2 Descriptive statistics of teachers’ preparation of pedagogical documents...........................71

CHAPTER FIVE...........................................................................................................................88

DISCUSSIONS, CONCLUSIONS AND RECOMMENDATIONS............................................88

5.1Discussion of findings...............................................................................................................88

5.1.1Relationship between head teachers’ supervision and teachers’ preparation of pedagogical

documents......................................................................................................................................88

5.1.2 Relationship between head teachers’ supervision and teachers’ classroom instruction and

management...................................................................................................................................90

5.1.3 Relationship between head teachers’ supervision and teachers’ assessment and evaluation

of learners......................................................................................................................................91

5.2 Conclusions..............................................................................................................................92

5.2 Recommendations....................................................................................................................92

5.3Suggested Areas for Further Research......................................................................................94

REFERENCES..............................................................................................................................95

APPENDICES.............................................................................................................................103

APPENDIX I: QUESTIONNAIRE.............................................................................................103

APPENDIX II: INTERVIEW GUIDE FOR HEAD TEACHERS..............................................106

APPENDIX III: OBSERVATION CHECKLIST.......................................................................109

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ABBREVIATIONS AND ACRONYMS USED.

DEO - District Education Officer

MOES -Ministry of Education and Sports

NCDC -National Curriculum Development Centre

SEDU -School of Education

SMART -Specific, Measurable, Achievable, Realistic and Time Bound

SPSS -Statistical Package for Social Sciences

SRS – Simple Random Sampling

UNEB – Uganda National Examinations Board

UPE - Universal Primary Education

USE - Universal Secondary Education

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x
 ABSTRACT
This research study majorly focused on investigating the relationship between head teachers’
supervision and teachers’ performance in Universal Primary Education schools in Semuto
sub-county, Nakaseke district in Uganda. The objectives that guided me in the study were: to
analyze the relationship between head teachers’ supervision and teachers’ preparation of
pedagogical documents; to examine the relationship between head teachers’ supervision and
teachers’ classroom instruction and management and to determine the relationship between
head teachers’ supervision and teachers’ assessment and evaluation of learners.

The study was based on a cross-sectional survey, which involved quantitative and qualitative
approaches. The study was carried out in 15 Universal Primary Education (UPE) schools in
Nakaseke District with a parent population of one hundred seven (107) teachers and fifteen
head teachers (15) using simple random and purposive sampling techniques of collecting
data. Teachers filled questionnaires on their performance, while the headteachers and a few
teachers were interviewed orally. For the three research objectives, the data collected were
analyzed using inferential statistics (Pearson correlation co-efficient techniques). The study
found a significant relationship between: head teachers’ supervision and teachers’ preparation
of pedagogical documents (r=0. 778**, p=0.000); head teacher’s supervision and teachers’
classroom instruction and management (r=0. 757**, p=0.000) and head teachers’ supervision
and teachers’ assessment and evaluation of learners (r=0. 688 **, p=0.000). The study
concluded that head teachers’ supervision had a significant relationship with teachers’
performance in Universal Primary Education (UPE) schools in Semuto sub-county, Nakaseke
district. Therefore, it was recommended that managers, government academic officials and
other concerned stakeholders should be involved in the supervising of teachers’ performance
in Universal Primary Education (UPE) schools of Semuto sub county in Nakaseke district.
In the same vein, head teachers should carry out routinely and regular supervision to maintain
and improve quality control measures that stimulates the teachers to improve on their
performance. On another hand, teachers should keep in mind that the use of instructional
materials during lessons teaching process simplifies content delivery, understanding and
brings about far and past topics and items or events closure to learners in order to predict,
imitate and imagine situations and events for easy grasping of the taught subject matter.

xi
 CHAPTER ONE
INTRODUCTION
1.0 Introduction/an over view

This chapter presents the background, problem statement, purpose, objectives of the study,

research questions, hypotheses, scope, and significance of the study.

1.1 Background to the Study

1.1.1 Historical background

According to Tracy, (1995), in colonial New England, instructional supervision began as a

process of external inspection, one or more local citizens of England were appointed to

inspect both what the teachers were teaching in class and what the students were learning in

the due course (Tracy, 1995). The history of supervision as a formal activity exercised by

educationaladministrators within a system of schools or educational institutions did not begin

until the formation of the common school in the late 1840s. During the first half of the

nineteenth century, population growth in the major cities of the United States which led to the

formation of city school systems. While superintendents initially inspected schools on regular

basis to see that teachers were following the designed and prescribed curriculum and that

students were able to recite and understand their lessons being taught.

According to Tracy, (1995), the multiplication and increase in number of schools later made

this inspection an impossible task for superintendents of schools and the job was being

delegated to the school principals. In the early decades of the twentieth century, the

movement towards scientific management in both industrial and public administration had an

influence on schools. At the same time, child-centered and experienced-based curriculum

theories of European educators such as Friedrich Froebel, Johann Pestalozzi, and Johann

Herbart, as well as the prominent American philosopher John Dewey, were also affecting the

schools daily running. Thus, school supervisors often found themselves caught between the

demand to evaluate teachers scientifically and the simultaneous need to transform teaching

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from a mechanistic repetition of teaching protocols to a diverse repertory of instructional

responses to students' natural curiosity and diverse levels of readiness. This tension between

supervision as a uniform, scientificapproach to teaching and supervision as a flexible,

dialogic process between teacher and supervisor involving the shared, professional discretion

of both was to continue throughout the century.

According to Robert Goldhammer, (1969), in the second half of the century, the field of

supervision became closely identified with various forms of clinical supervision (Robert

Goldhammer, (1969). Initially, it was developed by Harvard professors Morris Cogan, (1973)

and Robert Anderson, (1980) and their graduate students, many of whom subsequently

became professors of supervision in other universities, clinical supervision blended elements

of "objective" and "scientific" classroom observation with aspects of collegial coaching,

rational planning, and a flexible, inquiry-based concern with student learning (Morris Cogan,

(1973) and Robert Anderson, (1980). In 1969 Robert Goldhammer proposed the following

five-stage processes in clinical supervision: (1) a pre-observation conference between

supervisor and teacher concerning elements of the lesson to be observed; (2) classroom

observation; (3) a supervisor's analysis of notes from the observation, and planning for the

post-observation conference; (4) a post-observation conference between supervisor and

teacher; and (5) a supervisor's analysis of the post-observation conference (Robert

Goldhammer, 1980). For many practitioners according to Burnham, (1976), these stages were

reduced to three: the pre-observation conference, the observation, and the postobservation

conference. Cogan insisted on a collegial relationship focused on the teacher's interest in

improving student learning, and on a nonjudgmental observation and inquiry process

(Burnham, (1976).

According to (Burnham, 1976; Tracy, 1995). The initial practice of clinical supervision,

however, soon had to accommodate perspectives coming out of the post-Sputnik curriculum
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reforms of the 1960s that focused on the structures of the academic disciplines. Shortly

thereafter, perspectives generated by research on effective schools and effective classrooms

that purported to have discovered the basic steps to effective teaching colonized the clinical

supervision process (Burnham, 1976; Tracy, 1995). It was during this period that noted

educator Madeline Hunter (1982) adapted research findings from the psychology of learning

and introduced what was also to become a very popular, quasi-scientific approach to effective

teaching (Madeline Hunter, (1982). These various understandings of curriculum and teaching

were frequently superimposed on the three-to five-stage process of clinical supervision and

became normative for supervisors' work with teachers. Nevertheless, in many academic

circles the original dialogic and reflective process of Cogan (1973) and Goldhammer (1969)

continued as the preferred process of supervision. This original process of supervision has

been subsequently embraced by advocates of peer supervision and collegial-teacher

leadership through action research in classrooms (Burnham, 1976; Tracy, 1995). Despite the

obvious appeal of clinical supervision in its various forms, it is timeconsuming and labor-

intensive, rendering it impossible to use on any regular basis given the large number of

teachers that supervisors are expected to supervise in addition to their other administrative

responsibilities.

According to Thomas, Sergiovanni and Robert Starratt, (1993), suggested that, recognizing

the time restraints of practicing supervisors, and wanting to honor the need to promote the

growth of teachers, the creation of a supervisory system with multiple processes of

supervision, including summative evaluation and such a system would not require the direct

involvement of a formal supervisor for every teacher every year (Thomas, Sergiovanni and

Robert Starratt, (1993). Still according to Thomas, Sergiovanni and Robert Starratt, (1993),

The supervisory system might cycle teachers with professional status through a threeto five-

year period, during which they would receive a formal evaluation once and a variety of other

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 evaluative processes during the other years for example self-evaluation, peer supervision,

curriculum development, action research on new teaching strategies and involvement in a

school routine projects whereby the once-a-cycle formal evaluation would require evidence

of professional growth (Thomas, Sergiovanni and Robert Starratt, (1993). This scenario

attempts to open the work of supervision to intentional involvement with the school wide

renewal agenda, thus placing all stimuli toward professional growth–including the

supervisory system within that larger context.

According to (Burnham, (1976); Tracy, (1995); Moswela, (2010), History of Head teachers’

supervision has been presented as a series of disjointed and unrelated events. As mentioned in

literature, each dominant supervisory theory and practice represented a reaction to the

previous phase (Burnham, (1976); Tracy, (1995); Moswela, (2010). In literature available on

history of supervision, this common trend of continuation of supervision is missing. Even the

time of the evolution of different models of supervision is not the same in different books and

authors. Thus, since there seems to be no single, coherent and definitive history of

supervision, historical treatment of supervision must be found in the literature of education or

educational administration. The analysis of the historical trends of concepts of supervision

will facilitate in finding solutions to evolving and effective system of supervision in

education. Such a detailed study of history of supervision can inform and assist the

practitioners in designing new adaptations of supervision better suited to the contemporary

learning environment (Burnham, (1976); Tracy, (1995); Moswela, (2010),. Hence, research

can be carried out to develop a model of supervision in education, which is suitable in the

current world context.

According to Glanz, (1991), and Moswela, (2010), supervision has had an identity crisis. The

fields of administration and curriculum seem to have subsumed the function of supervision.

Supervision as a field of study in its own right has not been recognized. The changing concept

xv
of supervision in light of the literature reviewed it has been observed that instructional

supervision in the western education systems, particularly, USA has evolved over centuries

from an inspection and control model to humanistic and collegial model (Glanz, (1991), and

Moswela, (2010). According to Eye and Netzer, (1965), history of supervision is referred to as

both history of instructional supervision or history of school supervision in books on

supervision in education. The first supervisory concepts and behaviours were characterized by

inspection. The phase or time period during which supervision in education began as a process

of external inspection was known as ‘The Community Accountability Phase’ according to

(Tracy, 1995) or ‘The Period of Administrative Inspection according to (Burnham, 1976).

According to Burnham (1976), explained that those who were functioning as supervisors

inspected the school for the purpose of controlling standards (Burnham, 1976). Therefore, the

literature available revealed that inspection during this phase couldn’t be monitored, controlled

or judged. According to Lovell and Wiles (1983), the prime function of supervisor during that

phase was to make judgments about the teacher rather than pupil learning or teaching and the

chief remedy for a school or classroom which did not meet the standards was that of replacing

the teaching personnel. Thus, there was no assumption of a science of teaching that could be

taught or learned (Lovell & Wiles, 1983) and the teachers were totally accountable. According

to Tracy (1995), the responsibility for supervision rested with the various members of

community because of the strong American belief in local that laid control of education. Local

and state legislation reinforced this assumption (Tracy (1995). Tracy (1995) found that the

well-known Massachusetts School law of 1647 required towns to establish schools and

instructed community leaders to monitor and evaluate the student's progress in reading, writing

and in understanding religious beliefs and principles. These community members and leaders

were required to determine and approve the school schedule guidelines for students’ discipline,

beliefs, morals, the school curriculum and the hiring of teachers (pp.320). Thus it was assumed

xvi
that the teacher was the community servant and should be expected to respond to the

community demands and needs according to Wiles and Lovell, (1983).

According to Burke and Krey, (2005), education was not considered a professional discipline

or field of learning or study during the 1700s. Earliest towns in the United States considered

existing power structures like local government and the clergies to hire teachers and make

judgments over teaching procedures and pedagogies. Clergy were considered responsible

individuals to offer guidelines in education because of their extensive educational and

presumed ability to guide religious teaching in schools according to (Tracy, (1995, p. 320).

Individual supervisors or supervisory committees were in charge of monitoring the quality of

instruction. These supervisors had nearly unlimited powers to establish criteria for effective

teaching and to hire competent and fire incompetent teachers. The arising industrial

revolution in Europe and the emerging of common schooling movement that existed through

the 1800s to 1900s mushroomed large urban areas with more complex school systems to offer

educational services to the population (Burke and Krey, (2005). This incidence made the

increase in demand for teachers who possessed expertise in specific disciplines and

administrative roles.

According to Tracy, (1995), the trend towards specialization in teaching roles started in large

urban districts and later spread to smaller cities and rural areas. In this period, it was believed

that clergies didn't necessarily have the knowledge about how to make informed judgments

about teacher effectiveness but also understanding the community more, the supervisor now

needed to have subject area competence and teaching pedagogy or skills" (p. 323) because

clergies were not trained in such roles and competences.

xvii
According to Blumberg (1985), by the end of 1900s, the view and picture of teaching was

seen as a complex endeavor which require complex feedback from expertise if quality

education was to be fostered. Blumberg (1985) notes that at this period of time, supervision

need to begin in order to improve the medium of instruction. Within a given county,

superintendents of schools travelled from community to community and school to school

while fostering for more effective instructional practices and skills. As one superintendent

stated, "The only salvation for the republic is to be sought for in our schools" (1845, p. 19, as

cited in Blumberg, 1985). The period from the beginning of formal education in the United

States up to the late-1800s saw the dawning of the awareness that pedagogical skills are a

necessary component of effective teaching and learning although there was little formal

discussions about the specifics of these skills, the acknowledgment of their importance might

be considered the first step in the journey to a comprehensive approach to developing teacher

expertise.

According to Ssekamwa and Lugumba, (2010), in Uganda as a nation, formal education was

introduced by the Christian missionaries who came in 1877 and 1879 as a result of the

prominent king of Buganda (Kabaka Mwanga)’s invitation letter to Christian Missionaries to

come and literate his people in Buganda. At first, education and schools were in the hands of

the missionaries where teachers were closely supervised and monitored by their bosses to

ensure that they did what was expected of them (Ssekamwa and Lugumba, (2010).

Additionally, according to Ssekamwa and Lugumba, (2010), in 1924 when the government of

Uganda took control of education in the country, the education department was established,

and the roles of teachers and head teachers were clearly spelt out. Teachers were required to

teach and guide students and their immediate supervisors were the head teachers. Head

teachers were to inspect their teachers closely to ensure that they did their activities well.

According to Bentley, (2005), Educational research studies indicate that there is a decline of

xviii
supervision in schools throughout the globe today. Numerous recent studies still have

indicated that today‘s education systems in countless nation-states around the globe are

facing a number of education-related challenges that are making it difficult for them to

achieve educational goals and objectives than ever before. Globalization is one of noticeable

challenges today according to Esudu, (2010).

According to Nambassa, (2003), the Ministry of Education (MoES) in Uganda still maintains

its supervisory roles through Education Standard Agency (ESA) whereby, supervisors are

required to exhibit their professionalism, competence, tactfulness, sincerity and integrity

during their work execution (Nambassa, (2003). According to Esudu, (2010), as regard to

Universal Primary Education (UPE) and Universal Secondary Education (USE) programs

failure to achieve their objectives in Uganda, a Development Studies student at Makerere

University, reported in the New Vision that both programs UPE and USE are facing a number

of challenges, especially ineffective close supervision of education services. He further points

out that the Ministry of Education and Sports is not effectively supervising its subordinates in

charge of regions and at the same time not effectively supervising, monitoring and evaluating

the District Education Officers (DEOs). In the same nutshell, DEOs are not effectively

keeping a keen eye on the inspectors of schools, and as a result, the school inspectors do not

visit schools to monitor the head teachers daily activities, who in turn also are not keenly

supervising teachers.

According to the World Bank education specialist Mr. Paul Murphy, (2002), reported that

regardless of all various studies done on supervision, there is still no reported improvement in

regard to effective teaching and learning in many public primary and secondary schools in

Uganda today. He pointed further in the New Vision that the quality of education under

Universal Primary Education (UPE) program is unsatisfactory; there is inadequate teaching

xix
due high teacher-pupil ratio, and there is an overcrowding in classes that negatively affect the

standard of education in Uganda (The New Vision, 2002). At a local scale still, from her

research study, Nambassa (2003) points out that there have been indicators of falling

standards in quality of teaching and learning in Central Uganda due to a number of factors

that have affected quality teaching and students’ performance in public Ugandan schools.

According to Ministry Of Education and Sports (MoES) report, (2008), the Government of

Uganda established the Directorate of Education Standards within the Ministry Of Education

and Sports (MoES) to carry out school inspection and to document and share practices within

the education system in randomly sampled public schools. However, the inspection practice

has been harbored with challenges that threaten to undermine Directorate of Education

Standards’ mission. There are concerns that school inspection has not been achieving its goal

of supporting schools in improving the educational standards and quality (Ministry Of

Education and Sports (MoES) report, (2008). But on the other hand, Head teachers have not

been involved in the organization and preparation ahead of inspection which has led to poor

feedback mechanism to the Ministry of Education and Sports.

In the same vein, according to Sembirige, (2009) found out that the inspection process was

not only threatening and stressful to teachers but also judgmental in nature whereby District

inspectors lacked proper constructive feedback mechanisms to improve teacher practices in

schools (Sembirige, (2009). This scenario presents a distorted picture regarding the

effectiveness of school inspection and its outcomes especially in contributing to staff

development and empowerment as a school improvement strategy.

According to Uganda National Examination Board (UNEB) report, 2015 and 2014,

Uganda has been well known in the East African region for producing good quality teachers.

This has been attributed to the strong higher education sector that the country has been having

since the establishment of Makerere University. However, there is now evidence that the way
xx
teachers in public schools in Uganda are teaching does not conform to the standards set by

the National Curriculum Development Centre (NCDC) and the Directorate of Education

Standards (DES). Available records show that many teachers in Primary schools in Uganda

hardly prepare schemes of work and lesson plans; and neither do they conduct sufficient

practical lessons or spare some time for remedial classes and lessons for academically

disadvantaged students. These kinds of pedagogical practices are believed to have been

responsible for the poor academic and practical performance of many students in the

national examinations done yearly (UNEB, 2015). Yet, the teachers are supervised by school

authorities like the head teacher and their deputies during their course of executing their

duties.

According to Ministry of Education and Sports (MoES), 2010 and 2012, head teachers are

supposed to inspect, monitor and supervise their teachers and other employees in their

respective schools so that the general school district and area inspectors find schools in the

manner which is orderly. District or area school inspectors are expected to make a summary

of observations immediately after an inspection is conducted, then they leave a copy of what

they observed in the school, in addition to that, the Education officer is supposed to make a

report and provide quarterly inspection reports that are consolidated into half yearly and

annual reports and then disseminate to the Chief Executive and counselling standing

committees on Education. The Chief Executive Officer is expected to hand copies of the

Supervision reports to the Education Standards Agency Headquarters (ESA) regional offices

and Ministry of Education and Sports (MoES) (Ministry of Education and Sports (MoES)

report, (2010 and 2012). However, these reports are supposed to provide input to the policy

formulation and planning at national level and data to the inspection data bank. Therefore, in

order to ensure the effective delivery of quality education, the government set up a body that

monitors and supervises the kind of education delivered to citizens through the work of

school inspectors. The inspection is designed according to the set cycle of activities. All
xxi
 schools are supposed to be inspected frequently by the external evaluators in the school. In

comparison, many countries seem to have adopted the system of external evaluation, as a way

through the terms used for the professionalizing their teachers and everybody who is involved

in the Education sector.

1.1.2Theoretical background
The study was primarily based on the theories of Simon George Proctor (2008), Douglas

McGregor (1960) and William Ouchi (1980). The Proctor Supervision Model, also known as

the Proctor Model of Clinical Supervision, was developed by Simon George Proctor, an

influential psychologist, and educator. The model is rooted in humanistic and person-centered

approaches to supervision, emphasizing the importance of building a strong supervisory

relationship based on trust, empathy, and collaboration. Douglas McGregor is a renowned

management theorist who proposed Theory X and Theory Y in 1960s. Later in 1980s,

William Ouchi expanded on McGregor’s theories and introduced Theory Z (William Ouchi

1980).

According to Simon George Proctor’s supervision model (2008), The Proctor Supervision

Model focuses on supporting the professional and personal development of supervisees

through a reflective and experiential process. It encourages supervisees to engage in self-

exploration, self-awareness, and critical reflection on their work practices, beliefs, and

interactions with clients. The ultimate goal of the model is to facilitate the growth and

effectiveness of supervisees as practitioners and to enhance the quality of services they

provide to clients. The model is rooted in humanistic and person-centered approaches to

supervision, emphasizing the importance of building a strong supervisory relationship based

on trust, empathy, and collaboration. So the model emphasizes relationship building,

xxii
reflective practices, experiential learning, collaborative approach and ethical sensitivity in

their daily work (Simon George Proctor, 2008).

According to Douglas McGregor’s Theory X (1960), it states that most people innately

dislike working but they do it because they need money which is paid to them as a wage or

salary, this is because the money earned provides some security and also helps them feel safe.

As a supervision model, Theory X advocates the close monitoring of employees, saying

managers constantly should be encouraging their employees to do more. The theory holds

that employees will do as little as possible whenever possible; therefore, managers have to

keep employees as motivated and productive as possible (Douglas McGregor, 1960).

Therefore, teachers need to be closely monitored and supervised for them to perform to the

expectations.

According to Douglas McGregor’s Theory Y (1960) on the other hand states that some

employees like working and even enjoy it. These workers find satisfaction in a job well done

and they may have personal or professional goals that serve as innate sources of

encouragement and motivation. As a supervision model, Theory Y advocates that

administrators spend less time looking after their employees and more time providing a

comfortable and friendly work environment. The idea is that employees who are happy at

work will do a better job and will strive to be the best they can be (Douglas McGregor, 1960).

Therefore, even without close monitoring of teachers, they can perform well.

According to William Ouchi’s Theory Z (1980) is relatively new supervision model that

grew from perceived inadequacies with Theories X and Y of McGregor. This model is

sometimes called the Japanese model of management because it takes it cues from Japan's

focus on employee loyalty. The idea behind Theory Z is that by providing a career to

xxiii
 employees, instead of just a job, the employee will stay with the company for life and will

devote herself to the company (William Ouchi, 1980). Therefore, Theory Z involves

employee input in the supervision process. It advocates that managers and business owners

share responsibility with employees and that the company show a concern for all of the needs

identified by Maslow, not just some of them as theories X and Y are prone to do.

1.1.3 Conceptual background

In this study, head teachers’ supervision is the independent variable, while teachers’

performance is the dependent variable. According to Sergiovanni, Thomas and R. Strarrat

(1993), supervision refers to an occasional formative practices carried outside the classroom

leading to the improvement of teaching outcomes and learning practices, especially during

extra-curricular activities such as sports, debates, and study trips (Sergiovanni, Thomas and

R. Strarrat (1993).

In the same vein, according to Sergiovanni, Thomas and R. Strarrat, (1993), Instructional

Supervision refers to as an ongoing periodical formative practice carried out solely inside the

classroom with intent to improve teachers’ instructional practices and student performance

during normal classroom teaching (Sergiovanni, Thomas and R. Strarrat (1993). The success

depends on approving schemes of work and lesson plans, monitoring lessons, checking

learners’ activities and work, and assessing teachers work. These practices will likely result

into good preparation of the pedagogical documents, effective classroom instruction and

management, continuous assessment and evaluation of learners. The need to put into account

the moderating variables was very crucial if there was better teachers’ performance which

later translates into improved pupils’ performance in Universal Primary Education (UPE)

schools.

xxiv
According to Tesfaw and Hofman, (2014), instructional supervision is the supervision carried

out by the head teacher, subject heads, and other assigned supervisors like the director of

studies in a school with the aim of providing guidance and support to teachers (Tesfaw and

Hofman, (2014). According to Zepeda (2010) on the other hand looks at instructional

supervision as the continuous monitoring of classroom teaching with the aim of not only

promoting professional practices, but also to enhance professional development in a collegial

and collaborative style (Zepeda, 2010). Once again according to Zepeda, (2010) states that

instructional supervision occurs in two main ways, namely: classroom observations (formal

and informal) and portfolio supervision (Zepeda, (2010). The head teacher personally or

through his/her deputies or agents, supervises the work of teachers to ensure that they do their

work as expected but not the district officials or the school management committee to

supervise the headteacher and his or her work.

According to Aggarwal, (2008), a scheme of work is a road map or plan of action of what to

be taught in a specific due course. It is therefore an interpretation of a syllabus which

organizes content by breaking it up into teaching weeks and lessons in a sequential manner

(Aggarwal, (2008). Head teachers should therefore analyze the teachers’ breakdown of the

broad topics given in the syllabus and advise where necessary before effective teaching is

carried out, approving schemes of work is one of the aspects the headteacher does as he or

she is supervising teachers which should be case in Universal Primary Education (UPE)

schools in Semuto Sub county in Nakaseke District (Uganda).

Teachers’ performance which is the dependent variable in this study according to

Sergiovanni, Thomas and R. Strarrat, (1993) refers to teacher’s effective execution of school

and classroom duties which contributes to accomplishment of school goals as well as his or

her personal goals and meet his or her personal needs. Pedagogic documents in this study

xxv
 according to Sergiovanni, Thomas and R. Strarrat, (1993) refers to documents that a teacher

uses during instruction inside or outside the classroom. Examples of such pedagogic

documents are schemes of work, lesson plans, registers, textbooks, record of work, and

examination marking guides. According to Aggarwal, (2008), classroom instruction and

management is a process of planning, organizing, executing classroom teaching, and

controlling environment and students‘behavior for the purpose of maximizing student

cooperation and minimizing disruptive behavior (Aggarwal, (2008).

1.1.4 Contextual background

According to Nakaseke District special education committee, (2019), an observation about

“Quality teaching and learning in Nakaseke District” spelt out the causes of the declining

performance of teachers in primary schools in entire Nakaseke District as being with

inadequate curriculum management tools, such as sketchy schemes of work, some teachers

don’t mark and monitor pupils’ work, lack of supervision of continuous assessment by head

teachers, poor record management assessment by both teachers and head teachers, inadequate

use of appropriate assessment methods at different levels, and poor classroom instruction and

management (Nakaseke District special education committee, (2019). According to the

Ministry of Education and Sports report (MoES), (2018), all over Uganda, Education has

been

regarded as a means of national development and attempts have been made to provide quality

Education in order to meet the needs and aspirations of our society. Among the attempts

included supervision of teachers in schools so that they become more effective in execution

of their teaching process. Supervision is very important in schools to ensure that the standards

set by the Ministry are adhered to and not only the institutional goals but also the national

goals are met as targets are concerned.

xxvi
 Basing on reports made by the Government and pronounced in the Education Meetings in

Nakaseke District Education department, observations on inspection of primary schools, and

complaints pronounced in various forums on monitoring and supervision performance such

as; lack of evidential lesson plans, lack of evidential head teachers’ records of supervision of

teaching and learning process, sketchy schemes of work, insufficient evidence on monitoring

of pupils’ work and inappropriate classroom instruction and management, the researcher was

prompted to carry out an investigation in Nakaseke District with particular focus on head

teachers’ supervision and teachers’ performance in Universal Primary Education (UPE)

schools in Semuto sub-county.

According to Hill (2000), he supported this view and argues that, supervision has a direct

great impact on teachers’ performance as academics are concerned in a particular school in

question (Hill (2000). Therefore, this study investigated mainly on the relationship between

head teachers’ supervision and teachers’ performance in Universal Primary Education (UPE)

schools in Semuto sub-county in Nakaseke District (Uganda). Although school success is

influenced by many stake holders (community members, influential politicians, clergies,

business individuals and so forth), the head teacher plays pertinent role of supervision. It was

therefore important that teachers’ performance should be constantly monitored, reviewed and

supported in order for it to be abreast with the educational changes and developments.

1.2. Statement of the problem

According to Reepen & Barr, (2010), every professional teacher is supposed to prepare

teaching and learning aids before going to class, use them in teaching for the learners to

understand better. Teachers are also supposed to assess learners and give them feedback in

time (Reepen & Barr, (2010). However, to achieve all this, guidance and supervision of the

head teachers is paramount.

xxvii
However, reports from Nakaseke District Education department (2017) being led by the

District Educational Officer (DEO) showed that there were increasing complaints from

stakeholders about teachers’ performance in Universal Primary Education (UPE) schools in

Nakaseke district in various sub counties among them was Semuto sub county, Nakaseke

District (Uganda). In the 2014 district local government report of the education department, it

was revealed that many teachers and some head teachers had actively initiated and involved

in other personal businesses alongside their supervision and teaching profession and that most

of them consider their businesses more valuable in form of income generation to supplement

on their government salaries than teaching only yet they operate these businesses during

school active working days and teaching hours. Other researchers, such as Oguttu (2016)

reported further that since the salaries being given to head teachers and teachers by the

Ugandan government in primary schools is too little to meet their continuous accumulative

needs in their families, some teachers had decided to involve in other personal businesses like

bodaboda business, operating restaurants, opening up of private primary schools and

operating of saloons so as to supplement their meagre income. This seemingly imply that

teachers lack time for proper preparations, effective teaching, assessment and evaluation of

learners and above all they come to school late and leave early than expected. In the same

vein, headteachers first deal with their personal businesses like supervising their opened up

private schools or part time in other private schools as either headteachers or teachers and

farming before attending to the official government job.

Furthermore, according to the e-paper of Monitor on dated Wednesday 13 th March 2024, out

of the 4813 candidates that sat for 2023 Primary Leaving Examination (PLE) in Nakaseke

District, 604 candidates passed in Division one, representing 12.9%, 2,706 candidates passed

in Division two, representing 57.9%, 728 candidates passed in Division three, representing

15%, 361 candidates passed in Division four, representing 2.9%, 276 candidates completely

xxviii
failed, representing 5.7% and 138 candidates did not turn up for Primary Leaving

Examination (PLE) exams, representing 2.8%, this results according to the monitor,

performance in Primary Leaving Examination (PLE) had declined further compared to the

previous PLE results of 2023, additionally, Mr. Edmond Ssenseko a retired District

Education Officer asserted that “the factors that lead to the children’s failure are many and

vary from region to region including areas that are disadvantaged by poor infrastructure

among other factors: therefore the Government should take interest in the poor performance

but we should not rush to conclusions” he said. The Primary Leaving Examination results of

the year 2024 were therefore not good especially in majority of Nakaseke Universal Primary

Education schools whereby majority of the Private Primary Schools dominated the first 15

(fifteen) best performing schools within Nakaseke District. The fifteen bestschools in 2024

PLE results from the first to the fifteenth one includes St. Jerome Cove PS, Labour Junior

School, Kiribwa PS, Ellenwhite Bright Future, Buggala St. Yuda Tadeo PS, Lujjumbi C/U

PS, Kyaluseesa PS, Kyakayonga PS, Mpunge PS, Lwetunga St. Kizito PS, Ewaldi

Community School, Bwami Buwome PS, Kinoni PS, Toggo Children Centre and Kiruuli C/U

PS. The only Universal Primary Education (UPE) school which surfaced amongst the top

fifteen best performing schools within Semuto Sub-county was Mpunge Primary School from

over twenty Universal Primary Education (UPE) and these include St. Kizito-Lukumbi P/S,

Nvunanwa P/S, Bukatira P/S, Ssegalye P/S, Kyajjinja P/S, Kyoga P/S, Baggwa P/S, Kasana

P/S, Kisega P/S, Kaloke P/S, Kakonda P/S, Kijaguzo P/S, Semuto C/U P/S, Nkuzongere P/S,

Kikondo P/S, Kirema P/S, Mabinde P/S, Mijinje P/S, Nakulamudde P/S, Mpunge P/S and

Kirinnya P/S. Besides the performance, it is found out that government schools which

performed well, had students from private schools which had no centre numbers who used

their centre to sit Primary Leaving Examination (PLE) who ended up boosting them with

good grades. This situation prompted the LC5 (Local Counsel five) in the names of Mr.

Ignatius Kiwanuka Koomu to subject over 40 (forty) Universal Primary Education (UPE)
xxix
school teachers to a competence test exam on Wednesday 13 th March 2024 at Nakaseke

Technical Institute in Butalangu Town Council after their respective schools performed in

2023 Primary Leaving Examination (PLE) below average.

According to Monday 15th April 2024 at 9pm on NTV-Uganda news, the competence exam

test which was subjected to the group of teachers from selected schools which failed pupils in

2023 Primary Leaving Examination (PLE) by the LC5 chairperson (Mr. Ignatius Kiwanuka

Koomu) results were released, indicating mathematics was the worst performed subject with

seven out of nine teachers failing to raise 50% of the marks with the best securing 92% and

the worst securing 27%. The rest of the subjects were just fairly done and the results do not fit

the capacity of the teacher who would teach a Ugandan primary student. This scenario called

for the investigation on the capability of the head teachers in their routine supervision

towards these very teachers to be analyzed and assessed if we are to have the quality

education being delivered to Semuto Sub-county Universal Primary Education (UPE)

Schools in Nakaseke

District.

In the nutshell, therefore, headteachers might be not adequately supervising their teachers

simultaneously and these might be due to several challenges which among them include

inadequate funds to purchase IMs (Instructional Materials), poor infrastructure, harsh weather

conditions that freeze learning and supervision process, facilitation of their transportation fro

and to school in time, inadequate teachers, poor induction by superior supervisors, poor

education attitude from both students and parents, deployment of incompetent teachers by the

Ministry of Education and Sports (MoES) and also engaging in other personal enterprises in

the expense of the official government Job to bridge the meagre income got from

government. It was therefore upon this background that the researcher was prompted to

research on the relationship between head teachers’ supervision and teachers’ performance in
xxx
 Universal Primary Education schools in Semuto sub-county, Nakaseke District (Uganda) to

device solutions to the vice in order to save the future human resource, which is educated

fully by effective supervised teachers, otherwise we might continue having poor academic

performance and graduating of half backed students.

1.3 Purpose of the study

This study was carried out to determine the relationship between head teachers’ supervisio

and teachers’ performance in Universal Primary Education schools in Semuto sub-county,

Nakaseke District (Uganda). By the end of the study, the researcher would be able to

determine, analyze and examine the relationship between the head teachers’ supervision and

teacher’s performance in pedagogical document preparation, classroom management,

instruction, assessment and evaluation of learners.

xxxi
1.4 Research objectives

The study was guided by the following objectives

1. To determine the relationship between head teachers’ supervision and teachers’

preparationof pedagogical documents in Universal Primary Education (UPE) schools in

Semuto sub-county, Nakaseke District (Uganda).

2. To analyze the relationship between head teachers’ supervision and teachers’ classroom

instruction and management in Universal Primary Education (UPE) schools in Semuto

subcounty, Nakaseke District (Uganda).

3. To examine the relationship between head teachers’ supervision and teachers’ assessment

and evaluation of learners in Universal Primary Education (UPE) schools in Semuto

subcounty, Nakaseke District (Uganda).

1.5 Research questions

The study will provide possible answers to the following questions:-

1. Is there a relationship between head teachers’ supervision and teachers’ preparation of

pedagogical documents in Universal Primary Education schools (UPE) in Semuto subcounty,

Nakaseke District, Uganda?

2. What is the relationship between head teachers’ supervision and teachers’ classroom

instruction and management in Universal Primary Education (UPE) schools in Semuto

subcounty, Nakaseke District, Uganda?

3. What nature of relationship exists between head teachers’ supervision and teachers’

assessment and evaluation of learners in Universal Primary Education (UPE) schools in

Semuto sub-county, Nakaseke District, Uganda?

xxxii
1.6 Hypotheses

The study was guided by the following Null hypotheses.

1. H01: There is no significant relationship between head teachers’ supervision and teachers’

preparation of pedagogical documents in Universal Primary Education (UPE) schools in

Semuto sub-county, Nakaseke District, Uganda.

2. H02: There is no significant relationship between head teachers’ supervision and teachers’

classroom instruction and management in Universal Primary Education (UPE) schools in

Semuto sub-county, Nakaseke District, Uganda.

3. H03: There is no significant relationship between head teachers’ supervision and teachers’

assessment and evaluation of learners in Universal Primary Education (UPE) schools in

Semuto sub-county, Nakaseke District, Uganda.

1.7Scope of the Study

This was categorized into geographical, content and time scope.

1.7.1 Geographical scope

The study was conducted in Universal Primary Education schools in Semuto Sub-county,

Nakaseke District, Uganda. Nakaseke District is located in the Central Region of Uganda

bordering in the East by Luweero District, in the West by Kiboga and Mityana District, in the

South by Wakiso District and in the North by Nakasongola and Masindi District. The District

has an average population of approximately, 251,929 adult people with 40% living near busy

trading centers like Nakaseke trading centre, with the number of females being a little more

than males (Nakaseke District population Statistical report, (2020).

The area of study was chosen because it had Universal Primary Education (UPE) schools

with poor performance manifested in high teacher absenteeism, late coming, poor teaching
xxxiii
 attitude, poor supervision and above all poor grades in the last five years. Much attention was

focused on the head teachers and teachers because they are primarily responsible for

performing the supervisory role and offering teaching learners respectively in this region.

1.7.2 Content Scope

The study was limited to examining the relationship between head teachers' supervision and

teachers’ performance. Specifically, the study focused on:-

( i )determining the relationship between head teachers’ supervision and teachers’ preparation

of pedagogical documents;

(ii) analyzing the relationship between head teachers’ supervision teachers’ classroom

instruction and management;

(iii) examining the relationship between head teachers’ supervision influence teachers’

assessment and evaluation of learners.

1.7.3 Time Scope

The time scope of the study was between February 2024 and August 2024 as duration of

study in the Universal Primary Education (UPE) Primary Schools in Semuto Sub-county,

Nakaseke District, Uganda. The study was a longitudinal from period 2021 to 2023 because

this is when the problem of poor Primary Leaving Examination results in Universal Primary

Education schools were most prevalent.

1.8 Significance of the Study

The study might be significant in the following ways to different people or rather bodies:

First but not the list, practicing students of Education and other related researchers who may

be interested in further research on the similar topic might refer to this research as a source of

reference for quoting.

Secondly, Policy makers, school management committee members (SMC), Parents Teachers

Association (PTA) and head teachers might use this research to identify relatively appropriate

xxxiv
strategies to enhance the head teachers' supervision strategies for purposes of enhancing

teachers' performance in Universal Primary Education (UPE) schools in Semuto Sub-county

in Nakaseke District.

It is also highly assumed that the Nakaseke District Education officials would greatly benefit

from the study through realizing the best and most effective approaches to support teachers

and head teachers in primary schools in order to enhance better teachers’ performance and

eventually progressive good student academic performance.

The head teachers may realize that supervising teachers’ performance is very crucial and

must be given highest priority. The study is enticed to help the entire primary education

system to appropriately plan for teaching alongside the use of proper teaching methods and

aid, remuneration of salaries, supervision and assessment tools.

xxxv
CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction

This chapter discusses a theoretical review, conceptual framework and critical review of

related studies on the influence of head teachers’ supervision on teachers’ performance.

2.1 Theoretical review

The study was primarily based on the theories of Simon George Proctor (2008), Douglas

McGregor (1960) and William Ouchi (1980). The Proctor Supervision Model, also known as

the Proctor Model of Clinical Supervision, was developed by Simon George Proctor, an

influential psychologist, and educator. The model is rooted in humanistic and person-centered

approaches to supervision, emphasizing the importance of building a strong supervisory

relationship based on trust, empathy, and collaboration. Douglas McGregor is a renowned

management theorist who proposed Theory X and Theory Y in 1960s. Later in

1980s, William Ouchi expanded on McGregor’s Theories and introduced Theory Z (William

Ouchi, (1980).

According to Simon George Proctor’s supervision model (2008), The Proctor Supervision

Model emphasizes on supporting the professional and personal development of supervisees

through a reflective and experiential process. It encourages supervisees to engage in

selfexploration, self-awareness, and critical reflection on their work practices, beliefs, and

interactions with clients. The ultimate goal of the model is to facilitate the growth and

effectiveness of supervisees as practitioners and to enhance the quality of services they

provide to clients. The model is rooted in humanistic and person-centered approaches to

supervision, emphasizing the importance of building a strong supervisory relationship based

on trust, empathy, and collaboration (Simon George Proctor, (2008). Therefore, the model

xxxvi
emphasizes relationship building, reflective practices, experiential learning, collaborative

approach and ethical sensitivity in their daily work.

However, according to Douglas McGregor’s Theory X and Theory Y, (1960). These theories

stipulate that the way an administrator or a manager treats his or her subordinates, depends on

his or her perception about their behaviour while at work (Douglas McGregor (1960).

According to Douglas McGregor (1960), he states that in Theory X, managers or

administrators assume that on average, people dislike work and they attempt to avoid it, have

no ambitions, don’t want responsibilities and they like to follow than to lead in work

situations. Because of that, workers need to be closely monitored, supervised and controlled

(Douglas McGregor (1960). On the other hand, according to Douglas McGregor (1960),

phrases that Theory Y, administrators or managers assume that on average, people like to

work naturally, like the way people like playing, a person is willing to take responsibilities

and is committed to work towards institutional goals without being directed or forced to do so

(Douglas McGregor (1960). Due to these perceptions and assumptions, Theory Y manager

believes that subordinates do not necessarily need to be closely supervised, monitored or

forced to do what they are meant to do at work. The researchers therefore, hypothesized that

the way teachers in public primary schools in Uganda are supervised, is dependent on the

perceptions and assumptions school administrators or managers hold towards the teacher’s

behaviours at work. School authorities who assume that teachers are lazy, dislike work,

unintelligent, and are set to avoid responsibility, tend to strictly control, supervise, and

monitor teachers. Whereas administrators or managers who believe that teachers like work,

are intelligent, and willing to take up responsibilities, tend to be less strict in controlling,

monitoring and supervising subordinates. The researcher therefore, hypothesized that the

teachers’ pedagogical practices would depend on the way they are supervised, other factors

remaining constant.

xxxvii
According to William Ouchi’s Theory Z (1980) is relatively new supervision model that grew

from perceived inadequacies with Theories X and Y of McGregor. This model is sometimes

called the Japanese model of management because it takes it cues from Japan's focus on

employee loyalty. The idea behind Theory Z is that by providing a career to employees,

instead of just a job, the employee will stay with the company for life and will devote herself

to the company (William Ouchi, (1980). Theory Z involves employee input in the supervision

process. It advocates that managers and business owners share responsibility with employees

and that the company show a concern for all of the needs identified by Maslow, not just some

of them as Theories X and Y are prone to do.

While each of the above theories has their strengths that could contribute to school

improvement and effective management, there were weaknesses and discrepancies in the use

of the theories that impeached negatively on their potential to contribute to school

improvement and management. The weaknesses of these theories and discrepancies in their

use made the process of school inspection deficient in balancing control and support, which

could lead to more positive outcomes for school improvement especially through staff

empowerment, development and immediate timely feedbacks.

xxxviii
 2.2Conceptual Framework

Figure 2.2: Conceptual Framework concerning head teachers’ supervision and teachers’

performance.

Independent variable Dependent variable

Head teachers’ supervision

 Problem solving, decision Teacher’s performance
making and data analysis.
 Frequent classroom observation,  Preparation of pedagogical
coaching and professionalism. documents e.g schemes of
 Assessment of teachers’ work work, lesson plans, etc.
and curriculum monitoring.  Classroom instruction and
 Communication and management.
engagement with staff and  Continuous assessment and
stakeholders. evaluation of learners.

Extraneous variables

 Level of education of head teachers and teachers

 Policies governing teaching profession
 Availability of teaching aids and assessment tools

Source: Drawn basing on Glickman (1990), and modified by the researcher (2024).

The research aimed at examining the relationship between head teachers’ supervisory practices
and teachers’ daily work performance in Universal Primary Education (UPE) schools in Semuto
sub-county in Nakaseke District.

The independent variable is Head teachers’ supervision and the constructs of the independent are
problem solving, decision making and data analysis, frequent classroom observation, coaching
and professionalism, assessment of teachers’ work and curriculum monitoring and
communication and engagement with staff and stakeholders.

The dependent variable is teachers’ performance and will be measured by Preparation of

pedagogical documents e.g schemes of work, lesson plans, etc, Classroom instruction and
management and continuous assessment and evaluation of learners.

Extraneous variables such as availability of teaching aids and assessment tools, policies
governing teaching profession and level of education of head teachers and teachers mean that

xxxix
 these factors can also affect teachers’ performance but they were not among the major focus of
this educational and academic study.

2.3 Related Literature

In an attempt to relate my study topic, the literature was particularly quoted, based, and cited

from around the world, local government, country level and the district level. This review

was organized according to the sub-themes related to the study objectives namely, head

teachers’ supervision and teachers’ preparation of pedagogical documents, head teachers’

supervision and teachers’ classroom instruction and management, as well as head teachers’

supervision and teachers’ assessment and evaluation of learners.

2.3.1 Head Teachers’ Supervision and Teachers’ Preparation of Pedagogical Documents

According to the Education Act (2008), it stipulates that teachers are responsible for the

teaching and learning process in and outside the classroom. They are therefore expected to

prepare schemes of work, lesson plans, lesson notes, make and use instructional materials,

assess, record, keep and use individual pupils’ levels of competences to evaluate their

performance. The teachers are therefore charged with improving the quality of education by

making all the necessary preparation that will make learning interesting and easy to pupils.

This once put into consideration can similarly happen in Universal Primary Education (UPE)

schools in Semuto sub-county in Nakaseke district.

Several scholars have taken interest in analyzing the relationship between supervision and

teacher pedagogical practices (e.g. Sule, Ameh & Egbai, (2015); Usman, (2015); Veloo,

Komujji & Khalid, (2013). Sule, Ameh and Egbai (2015) for instance, studied the

relationship between instructional supervision and the roles teachers play in ensuring

effectiveness in schools in Nigeria. Their study revealed that classroom observations

positively contributed to teacher effectiveness in a school. Similarly, Veloo, Komujji and

xl
Khalid (2013) in their study about the effect of clinical supervision on the teaching

performance of school teachers in Malaysia, relatedly established that formal observations

significantly contributed to improved teacher preparation, lesson development, learner

assessment and classroom control in schools..

However, according to other several literatures (for example, Holland, (2004), Campbell,

(2013), Tesfaw & Hofman, (2014), Milanowski, (2011), Marshall, (2009) argue that formal

classroom observations have little effect on teaching practices. These scholars meanwhile

advocate for more frequent, short, unannounced, informal classroom observations by school

authorities to motivate teachers to adopt effective pedagogical practices. They assert that

informal classroom observations actually provide a better picture of the teacher’s competence

and his or her pedagogical practices than the formal observations.

However, according to David (2008), he advised that for better results, the frequency and

purpose of the walk-throughs or short visits to classrooms should be collaboratively

established by the teacher and administrator (David (2008). This view is also supported by

other scholars such as Milanowsik (2011) who points out that walk-throughs actually enable

school administrators to establish whether teachers are employing effective pedagogical

practices and meeting the set teaching standards or not. He went ahead to counsel that for

classroom observations to influence teacher performance, the supervisors should have an in-

depth understanding of the subject being taught and should be trained in the use of

supervision rubrics.

According to Zepeda (2010) on the other hand asserts that classroom observations can only

positively influence teacher effectiveness when supervisors focus on strengthening the

relationship between themselves and teachers by holding coaching discussions one-on-one

after the observations but not on fault findings (Zepeda (2010). In congruence with Zepeda’s

xli
assertion on the approach of giving feedback, findings in a study on the impact of

instructional supervision on students’ academic performance by Usman (2015) revealed that

the manner in which supervisors give feedback to supervisees, significantly impacts on the

teachers’ pedagogical practices and performance in classroom. Although these studies

indicated that classroom observations significantly impacted on the teachers’ pedagogical

practices, the studies were majorly conducted in the context of developed nations. This study

was conducted to fill that contextual gap.

While relating supervision with quality teaching, according to Nambassa (2003), study

findings indicate that lack of supervisors and inadequate inspection brings about poor quality

teaching and learning in primary schools (Nambassa (2003). However, according to

Glickman (1990) contends that close supervision is a glue of successful school (Glickman

(1990). The study revealed that a number of primary school teachers are not supervised at all

or enough. Sadly, it was revealed that supervisors/head teachers do not possess prerequisite

supervisory techniques and skills and are inadequately facilitated to do their supervisory

duties. Even teachers who reported to have been at least supervised, post- conference between

supervisor and supervisee, which formally takes place right after supervision, was a rare thing

to hear about, and yet this phase is crucial in supervision. Also, a study by Kimeu (2010),

established that head teachers were inadequately checking the teacher’s assessment records.

She suggested that head teachers should be equipped in supervisory methods in order to

improve teacher’s performance. Another study by Musungu and Nasongo (2008), established

that 8% of the principals (head teachers) in high performing schools checked lesson plans,

schemes of work, register of schools’ attendance and class attendance registers (Musungu and

Nasongo (2008).

According to Otto (2008), he assured teachers that "lesson planning calls for a good scheming

because it is here that you derive your lesson". "He adds that lesson planning is the end unit
xlii
that converts the syllabus content and scheme of work into actual classroom learning" (Otto

(2008). In other words, it is a breakdown of a scheme of work into lessons arranged in such a

way that it becomes easier to identify and follow. According to Otto (2008) argument, there is

need for teachers to lesson plan systematically and logically while following the content in

the syllabus. Therefore, the supervisor (head teacher) is required to analyze all the short falls

so as to develop the teacher's professional growth by analyzing how the teacher has broken

down the content in relation to the syllabus prescription (Otto (2008). According to the

researcher, this can greatly improve pupils’ performance in Universal Primary Education

(UPE) schools in Semuto sub-county in Nakaseke district.

In relation to the monitoring of teachers’ schemes of work and lesson plans which is expected

to be done daily, weekly, monthly, and termly to check for content coverage and breakage,

Maicibi (2005) stresses that "It is what the school management does with personnel to

maintain or change the school operation mechanism in ways that directly influence teaching

process employed to promote learning" (Maicibi (2005). This therefore calls for the head

teacher to critically analyze the teachers’ plans before approving them more especially the

schemes of work where lesson plans were derived. This however does not exist in Universal

Primary Education (UPE) schools where teachers are not adequately supervised by their head

teachers in Semuto sub-county in Nakaseke district.

According to Walukhu (2007) in his research on use of instructional materials in primary

schools in Manafwa District stressed that "head teacher must play a leading role in

supervising the use of instructional materials in the schools, provide safe storage of them,

prepare guidelines for their use and provide annual budget line items for these materials"

(Walukhu (2007). This means that head teacher has the responsibility of providing

instructional materials to teachers during preparation and monitor the use of those respective

materials effectively.
xliii
According to Nanson Paul Kuloba (2010) in his research on leadership styles and teacher

performance in schools in Nakaseke district stresses that “the head teacher according to the

Ugandan Teachers Policy, has the mandate to stipulate a schedule for supervision of the

teachers under his or her control in areas of pedagogical preparation, schemes and lesson

plans and give feedbacks in the observations of the daily school work” (Nanson Paul Kuloba

(2010). However, according to Nanson Paul Kuloba (2010) and Walukhu (2007)’s findings

did not put in consideration the teachers’ expertise, innovativeness and creativity to

manipulate the use of these teaching materials for easy instruction hence the study opted to do

so (Nanson Paul Kuloba (2010) and Walukhu (2007). Also, the authors did not consider the

aspect of teachers’ level of education to use these materials. This created a critical gap that

needed to be filled using data from the field as shown in the findings. From the researcher’s

point of view, it means that once teachers are equipped, they are positioned to effectively

teach and assess and manage learners and hence motivating them to work harder, which

might possibly improve the performance of both teachers andpupils in Universal Primary

Education (UPE) schools in Semuto sub-county in Nakaseke district.

According to Glickman (2000) and Tamashiro (2000), they suggested that, this approach is

employed when both the supervisor and teacher intensively care about the problem at hand,

and are involved in carrying out a decision to solve a problem. They also suggested that this

approach should be employed when both the head teacher and teacher have approximately the

same degree of expertise on an issue to decide upon (Glickman (2000) and Tamashiro (2000).

The more supervisors of the school involve teachers in decisions affecting their instructional

practices, the more the effort to contribute and willing to implement a plan they have been

xliv
part of. This would help boost the performance of pupils in the Universal Primary Education

(UPE) schools in Semuto sub-county in Nakaseke district.

According to Farrant (2000) and Shittu (2004), the two are in line with Glickman (2000) in

light to this, theyelaborated that when teachers are equipped drastically, it improves on

performance levels of teachers and students as well (Farrant (2000) and Shittu (2004). From

the researcher’s point of view, it means that once teachers are equipped, they are positioned

to effectively teach and assess learners and hence motivating them to work harder, which

might possibly improve the performance of both teachers and pupils in Universal Primary

Education (UPE) schools in Semuto sub-county in Nakaseke district.

According to Ameir, (2013) in his study entitled “the influence of clinical supervision on

teachers’ performance in secondary and primary schools in Western district of Zanzibar-

Tanzania” found that in some schools, attempts were made to have teachers go through the

learners’ class work and home work as assessment strategy given by teachers but it was not

very effective (Ameir, (2013). According to Mwesigwa (2010), assessment was a way of

finding out how much learners had achieved either during or after the teaching and learning

process (Mwesigwa (2010). It is used to rank or evaluate the learner in line with the training

and preparation of the evaluator or the teacher.

According to Ameir (2013) in his research found a lot of laxity in the schools; with the

teachers as well as the head teachers. He found that the exercise of supervision was poorly

adhered to thus the poor supervision in schools (Ameir (2013). In the case of schools like

secondary in the Western district in Zanzibar, assessment and evaluation were similarly not

only carried out effectively because both the evaluators and those evaluated seemed not to

know the criteria and measuring instruments (Interactive Business Network Resource
xlv
Library, 2011). Again on another note, Ameir (2013) found that the quality of preparation in

schools is very poor because of poor supervision. It was found that the teachers are not

vigilant in as far as supervision is concerned. He revealed that there are very few schools

where teachers are guided on lesson preparation and presentation through close supervision.

According to Musiime (2010) in his research entitled “Influence of biology lesson preparation

and delivery on student performance in selected secondary schools in Ibanda

District” reported that lesson planning and lesson notes on the side of teachers was

unsatisfactory (Musiime (2010). Still according to Musiime (2010) in his research, there was

no single appropriate and detailed lesson plan seen with any teacher except some outlined

points on a piece of paper to guide lesson development. The lesson plans and lesson notes

developed by teachers while they were still student teachers in school practice were made

history after qualifying professionally (Musiime (2010). Therefore, there was a significant

influence of lesson planning and lesson development on the degree of participation of

students during lesson delivery. Unfortunately, Musiime (2010) concentrated on only

students in secondary schools and did not put his focus on primary too. On another hand, he

did not tell us how supervision of teachers could influence appropriateness of lesson planning

and performance hence need for the current study in Semuo sub-county in Nakaseke district.

According to Morgan (2007), lower remunerations in most less developed countries have

lowered the morale of teachers, resulting in teachers neglecting their work. Most teachers

now days teach without adequate preparations. This therefore calls for head teachers to

conduct continuous supervision so that teachers are reminded of their professional

obligations. If teachers are not supervised, they may begin absenteeism or even dodge lessons

while in the school and sometimes may go to class when not prepared which will reduce their

performances. In spite of the above, his findings were based on remunerations and were

xlvi
generalized to all less developed countries, this perhaps gave room for ambiguous results.

This created a gap which required the researcher to examine with much insight on the narrow

aspect of the relationship between head teachers’ supervision and teachers’ preparation of

pedagogical documents in particularly Semuto Sub-county in Nakaseke District.

According to Bernell (2004) as quoted by the Ministry of Education and Vocational Training

Manual (2005) stated that, owing to insufficient supervision in primary schools, teachers have

engaged themselves in other extra engagements other than teaching or school administration.

As a result, they spent all their energy out of teaching and that has resulted into inadequate

preparation which affects learners (Bernell (2004). This implies that without supervision

teachers cannot do their best in preparation and will always affect their performance as well

as learner's performance, a case which is similar to Primary Leaving Examination (UPE)

schools in Nakaseke District.

According to Hill, (2000), stated that there are situations where teachers may be weak

professionally and lazy to the extent that they cannot produce quality work unless supervision

is done. Supervision helps such teachers as well as those who are professionally capable to

have an opportunity to become reflective, critical and creative thinkers and thus become

effective in teaching. Supervision is therefore a tool in the education system which awakens

lazy teachers as well as stimulating their professional growth and development which brings

about good performance in students and at work. However, professional development of

teachers by their head teachers is still wanting in Universal Primary Education (UPE) schools

of Semuto Sub-county, Nakaseke District (Uganda) as the head teachers take it for granted

that it is the government role to improve teachers’ professionalism for improved performance

of schools under Universal Primary Education (UPE) system.

xlvii
Similarly, in regard to portfolio supervision, findings of several studies reveal that portfolio

supervision significantly explains teacher effectiveness in the classroom for example

according to Peretomode, (2001); Sule et. al., (2015); Usman, (2015). A study conducted on

the impact of instructional supervision on academic performance of secondary school

students in Nasarawa State, Nigeria by Usman (2015) for instance revealed the existence of a

significant positive relationship between portfolio supervision and teacher performance.

In the same vein, according to Sule et al. (2015) and Peretomode (2001) also exposed the

presence of a positive relationship between portfolio supervision and teacher effectiveness.

However, unlike Usuman (2015) who took into consideration the review of lesson plans,

lesson notes, students’notes and teachers’ record keeping as important ingredients of portfolio

supervision, Sule et al. and Peretomode concentrated their focus only on the review of the

teachers’ lesson notes.

According to Musaazi (2006) and Orenaiya (2014), they counsel that it is imperative for

supervisors to review teaching artifacts that include among others: schemes of work, lesson

plans, teachers’ notes and students’ work to establish relatedness, completeness of task and

syllabus coverage. However, according to Zepeda (2010) thinks that what to include in the

supervised portfolio should be based on the purpose of the supervision.

According to Cogan, (1973), formal observations occur when a school head teacher or any

other administrator sits in the classroom to conduct lesson observations. Such observations

start with the supervisor holding a pre-observation conference or meeting with the teacher

before the actual lesson observation occurs and later post-observation conference or meeting

(Cogan (1973).

According to Downey, Steffy, English, Frase, & Poston, (2004), informal classroom

observation meanwhile occurs when the head teacher or any other administrator makes a

xlviii
short visit to class when the teacher is conducting a lesson and such visits are intended not

necessarily to evaluate the teacher but rather to gather information on the curricular and the

teacher’s pedagogical practices (Downey, Steffy, English, Frase, & Poston, (2004),.

According to Zepeda, (2010), portfolio supervision refers to the review of the teacher’s

artifacts such as the teacher’s statement of belief on teaching, sample lesson plans, results of

tests, schemes of work, samples of student work, career goals, journals, and such things like

lesson notes (Zepeda, (2010). In this study, the researcher borrowed the definition of

instructional supervision from Zepeda whereby instructional supervision was characterized

by classroom observations and portfolio supervision.

According to Bird (1990) as cited by Zepeda (2010) emphasizes that to improve students’

learning, portfolio artifacts should focus on teaching tasks of planning and preparation,

teaching in class and student evaluations (Bird (1990). Indeed, a survey conducted in ten (10)

districts of Ugandaon the quality of education in Uganda, established that less than 20% of

head teachers effectively supervised teacher preparation which made it impossible to tell

whether teachers were implementing the national curriculum or conforming to set teaching

standards (DES (2012). This information was indicated by the Ministry of Education and

Sports (MoES)’s Education Sector Annual Performance Report (ESAPR) of 2013/14 (MoES,

2014) that gives a figure of less than 40% of head teachers at all levels giving support

supervision. According DES’ guidelines, head teachers are expected to ensure quality of

teaching and learning through review of schemes of work, lesson plans and learners’ work on

regular basis (MoES, 2012). But this does not seem to be happening as required as backed up

by the LCV of Nakaseke District (Mr. Ignatius Koomu, (2024) in his statement on the social

media and platforms, in practice, in Uganda’s UPE schools; hence, the need of this study in

Semuto Sub-county in Nakaseke District.

xlix
2.3.2 Head Teachers’ Supervision and Teachers’ Classroom Instruction and Management.

According to Mbiti, (2004), head teachers have the responsibility of ensuring that teachers

adhere to school regulations and performance tasks through close supervision and evaluation.

The analysis of events in the school and the relationship between the head teacher and the

teachers form the basis of the programs and strategies designed to improve the teaching and

learning process (Mbiti (2004). This phenomenon seemed not to apply in Universal Primary

Examination (UPE) schools in Semuto Sub-county in Nakaseke District thus the need for this

kind of study.

The Ministry of Education and Sports (MOES) (2006) asserts that when conducting class

room instruction and support, the head teacher is expected to analyze the following areas: Are

prepared schemes of work and lesson plans being followed according to syllabus content by

teachers?; Are lessons in class delivered with encouragement of learner centred activities?; do

teachers take keen eye and interest in individual differences and needs of pupils by ensuring

that teaching and learning activities are conducted according to the needs of particular pupils’

special needs and differences?; and do teachers give assessment activities to

measure their pupil’s achievement levels and competencies after every lesson? (MOES)

(2006). Therefore, t h e stated recommendations could not be used to satisfactorily make a

remarkable conclusion hence this gap was closed by collecting data from the field

specifically in Semuto Sub-county in Nakaseke District to draw valid conclusions as research

was concerned.

According to Marshall, (2008) stresses that it is important for head teachers to get into the

class room and observe what teachers do during the conduction of the learning and teaching

process. He adds that, “Evaluating of the teaching-learning process helps in identifying the

loop holes in teaching and improving of the lesson presentation’’ (Marshall, (2008).

l
Therefore, from the above statements, there is need for head teachers in Universal Primary

Education (UPE) schools of Semuto Sub-county in Nakaseke District to conduct supervision

during actual teaching and learning in order to make follow up on areas that need

improvement so as to better teachers’ performance as subject delivery is concerned.

According to Cissy, (2007), she stresses that “through supervision, head teachers can

establish the necessity and availability of appropriate text books, instructional materials and

their importance in their teacher lesson presentation, delivery during the learning and

teaching process”. Her views also indicated that use of instructional materials stimulates and

increases pupils’ attention and interest in learning as well as a motivation to the teacher

lesson presentation (Cissy, (2007). However, she did not point out the critical analysis of

head teachers in classroom instruction support such as analyzing the objectives, regular

lesson planning, meeting teachers needs and encouraging completion of work which this

further study has exhaustively analyzed.

According to Walukhu, (2007), he supported Cissy (2007)’s view, urging that,” the head

teacher should play a leading role in monitoring and supervising the use of instructional

materials in the school, provide safe storage for them, prepare guidelines for their use and

provide annual budget for those materials’’ (Walukhu, (2007). However, this is inappropriate

in Universal Primary Education (UPE) schools in Semuto Sub-county in

Nakaseke District and as a result has had a negative impact on teachers’ performance in the

area.

In Uganda, according to Nzabonimpa, (2013)’s study on influence of secondary school head

teachers’ general and instructional supervisory practices on teachers’ performance. The

findings of this study indicated that limited general and instructional supervision was

common in secondary schools in Uganda (Nzabonimpa, (2013). However, he only

li
concentrated in the secondary schools, therefore the current study concentrated on primary

schools only in one aspect of supervision and Instructional supervision for a more intense

understanding of supervisory activities and practices.

In West Africa, according to Frempong, (2011), he conducted a study in Cape Coast on

factors contributing to poor performance of students in the basic education certificate

examination in selected public junior high schools in Effutu Municipality. The findings were

that contributions to poor academic performance of students included inadequate teaching

and learning materials, inability to complete the syllabus by teachers and other factors

(Frempong, (2011). However, the study by Frempong (2011) described above did not show

how head teachers get involved in supervising implementation of curriculum programs, a gap

which the current study is based on.

In Kenya, according to Muriithi (2014), he carried out a study on the influence of head

teachers’ instructional supervision strategies on curriculum implementation in public schools

in Imenti South district. The findings were that internal instructional supervision helped

teachers to improve in assessment and evaluation, which further influenced curriculum

implementation (Muriithi (2014). The study by Muriithi (2014) however concentrated on the

cognitive aspect of the curriculum implementation and neglected the quality aspect of

innovation and ability to make correct decisions for personal and social gains, which this

study aims to find out in Semuto Sub-county in Nakaseke District.

According to Mwesigwa (2011), he observed that class room visitations and supervision of

teachers during teaching is the best way of improving teacher’s performance. This is because

instructional supervision draws its data from its first hand observation of teaching events and

lii
involves face to face interaction between the supervisor and the teachers in the analysis of

teaching behaviours and activities of instructional development (Mwesigwa (2011).

Although the relationship may not be causal, the above fact also applies to teachers of

Universal Primary Education (UPE) schools in Semuto Sub-county in Nakaseke District and

therefore the study targets to establish its relationship to teachers’ performance in this area.

According to MoES report (2003) on students’ discipline and unrest in secondary schools

gave suggestion that a good head teacher is a good classroom teacher to enable him or her to

supervise curriculum implementation. It further suggested that based on the CBE of the

school, every head teacher takes a minimum load of teaching periods without exception

(MoES, (2003). This will give them a chance to interact with their students and hence know

them better and also gives the opportunity to gauge the classroom atmosphere and the

problems of learning within the school.

According to Kruskamp (2003), he quoted that supervision is a powerful mode for

professional development and the purpose is to help teachers modify existing patterns of

teaching in ways that make sense to them and also improve general performance of learners

(Kruskamp (2003). The supervisor’s job is therefore to help the teachers select goals to be

improved and teaching issues to be eliminated and to understand better his / her practices.

Many scholars of supervision maintain that it aims at improving teacher development training

and takes the view that teaching is a form of human behavior that has structure and can be

both influenced and controlled. However, these scholars here did not show the extent to

which head teacher’s supervision influence teachers’ classroom instruction and management

thus need for the current study.

According to Bentley (2005)‘s study and findings, no evidence showed that head teachers

(principals) were active in classroom instruction. To the contrary, the participants reported

liii
no input from the head teacher relating to classroom instruction (Bentley, 2005:164). The

findings of Bentley‘s study and findings also indicate that the participants viewed problem

solving as the major form of positive supervision. All teachers in the study reported few

classroom visits, inadequate supervision with evaluation (p.173). Obviously, these

teachers‘view of supervision as evaluation might have been possibly due to the manner in

which principals/head teachers were doing their supervisory practices. But again, supervision

should not be taken for evaluation in some instances.

According to Kramer et al., (2005)’s study findings, summarizes that supervision of

instruction can have either negative or positive impact on the teachers depending on the head

teacher’s strategies of carrying it out because supervision can encourage or discourage vis-

avis teacher‘s attitude towards work (Kramer et al., (2005). Consequently, one of the keys to

effective supervision is having teachers abreast of supervision benefits through effective

communication between the supervisor and the supervisee (Zepeda (2003). However, other

teachers’ perspectives towards supervision by head teachers will be looked at in the study to

be yet carried out.

In relation to the above findings from different researchers, it is revealed that general and

instructional supervision has a significant correlation with teacher‘s work performance in

schools. This is the very reason why the researcher of the present research study believes that

any decline in supervision of instruction poses a threat on teacher‘s performance and

meeting the country’s educational goals and objectives a challenge according to Petty,

(2004). Thus, the researcher’s need to investigate further about the problem on ground in this

area.

According to Nherera, (2009), he stated that classroom supervision promotes mentoring and

coaching for effective management of the teaching and learning process (Nherera, (2009).

liv
Therefore, teachers’ classroom instruction should be supervised and supported through lesson

supervision to enhance quality education in primary schools. However, according to Dash,

(2000), he offered guidance that effective supervision must have a purpose to ensure that

quality teaching and learning is equitably provided to students or learners and to facilitate the

professional growth as well as effective performance of teachers (Dash, (2000). This is why

effective classroom instruction by teachers should be supported through lesson supervision to

enhance quality education. The researcher agrees with this statement because supervision is

the major pillar of all educational programs and is a corner stone in shaping the teacher and

learners’ behaviors hence directing and enhancing performance among them, a situation

which can apply to Universal Primary Education (UPE) schools in Semuto Sub-county in

Nakaseke District.

According to Awoyele, (2008) quoted Ali, (2002) that “the reasons for observing classroom

teaching is to help teachers by providing systematic feedback on daily supervision routine”.

Apparently, according to Musungu and Nasongo (2008) in their findings, they revealed that,

“the role of head teachers is to promote academic performance”. More findings of their study

showed that; “head teachers instructional role include: - regular checking of teachers

professional records, regular classroom supervision and management plan for carrying out

curriculum goals’’. Basing on the above obligations, head teachers in Universal Primary

Education (UPE) schools in Semuto Sub-county in Nakaseke District should enhance

classroom supervision of teachers by drawing programmes indicating when a particular

teacher is going to be supervised in order to improve the academic performance of both

teachers and learners.

According to the MoES, (2006) on the same related issue, EMSL. Module 4 clearly stressed

that “one hand cannot open a granary. Just as head teachers and other educational

lv
administrators or managers need to be supervised and supported in their schools, in the same

vein, they need to supervise and support the teaching and learning process in the class rooms

(MOES, (2006). Therefore in the nutshell, supervision as applied to Universal Primary

Education (UPE) schools in Semuto Sub-county in Nakaseke District is often linked closely

with monitoring or maintaining regular surveillance over something hence good supervision

must provide quality teaching and learning to all pupils in the school and facilitate the

professional growth and effective performance of teachers in the area.

According to Harris & Sass (2006) and Rockoof (2004) indicated that proper classroom

management and presentation positively affects pupils in broad ways of performance in most

schools. They argue that, “a well-organized class with a conducive learning environment,

attentive and disciplined pupils with well dedicated teachers has the advantage over their

counter parts without such atmosphere” (Harris & Sass (2006) and Rockoof (2004). This

view requires that the head teacher should be available during class room instruction in order

to supervise and support the teacher in achieving the above objective. However, the situation

in Universal Primary Education (UPE) schools in Semuto Sub-county in Nakaseke District is

different as head teachers are rarely in classrooms during instruction, teaching and learning

yet this deters better achievement and performance for learners and teachers respectively as

academics are concerned.

According to Esudu and Nambassa (2010)’s study findings show that the on-going

increasing number of pupils in primary schools due to Universal Primary Education (UPE)

policy has resulted in high teacher- pupil ratio, which has in one way or another significantly

affected practice of supervision and quality of teaching in primary schools in Wakiso district

and

Uganda at large (Esudu and Nambassa (2010). Admittedly, the same problem is apparent in

Universal Secondary Education (USE) schools in Uganda. In the same vein, related
lvi
challenges faced by Universal Primary Education (UPE) and Universal Secondary Education

(USE) policies is lack of supervision from the top educational managerial levels to their

lower levels subordinates according to his research study on “how the direct implementers of

universal education have embraced the program in Uganda”, it is found out that none of the

educational officials, officials or prominent politicians in Uganda have children in a

Universal Primary Education (UPE) and Universal Secondary Education (USE) schools. This

kind of scenario shows and proves the negative image with reference to ineffective teaching

and learner‘s poor performance resulting from lack of close supervision of schools and

classroom instruction when you leave other factors constant.

In the same vein, supervision of school and classroom instruction is understood in different

ways by different scholars. To some scholars, supervision is regarded as employees’

performance evaluation (Aseltine, (2006), performance monitoring (Nampa, (2007) or

performance appraisal (Hunsaker, (2009). Having this in mind, findings from Nampa‘s

(2007), research findings indicate that there is a significant effect exerted by monitoring

practices of teachers’ performance in different schools.

These findings about the same related study was being evidenced with further support of

researchers like Lawler and Lyman, (1982). Therefore, according to Lawler and Lyman,

(1982)’s study, which also indicated that followers can have all the willingness and skills to

do the job but will always need guidance through supervision. Basing on her study findings,

Nampa contends that for an organization to achieve better performance, a supervisor must

continuously check on day-to-day progress of work so as to put right what may be going

wrong (Nampa, 2007, p. 47). Granted, supervision can be regarded as a measurement tool

that is used to evaluate work progress and make improvement. In actual sense, any formal

supervisory program must have an evaluation report. According to Okumbe, (2007), a

lvii
supervisory program is incomplete if it does not have an evaluation report. In this case, a

supervisor acts as an educational auditor whose function is to verify the teaching and learning

outcomes in order to provide a corrective mechanism prompting to instructional

improvement.

According to Nampa, C. (2007)‘s study reveals that effective supervisors of schools expect

nothing less than high productivity and good academic performance from teachers. It was

also revealed that supervisors act as problem absorbers, solvers and decision makers as they

find out why something is going not right and then finds a solution over it. In the same vein,

other researchers like Sergiovanni and Starratt, (1993), asserted that supervisor‘s view is

larger than individual teacher‘s view in regard to the improvement of school performance

and classroom instruction as whole. This is so because supervisors move back and forth

between different schools, classrooms, institutional levels of administration, national policy

guidelines, and therefore, has a better glue and sense of the entire school programs than any

individual teacher within the school. In the nutshell therefore, head teachers being entrusted

with supervisory tasks are expected to have a wider view and mind of supervision

responsibilities than their teachers. Supervisors like head teachers must be professional and

experienced teachers according to Okumbe, (2007). For the case of validifying this assertion,

Newstrom and Bittel (2002) stated that supervisors need to engage in problems solving,

personal time management, handle a wide range of communication and provide training to

workers or employees.

According to Chaube, (2005), mentioned that the head teacher should see that the teaching

and learning processes in the school are going on well by ensuring that all lessons are being

attended to by both pupils and teachers. He or she should go to classes’ occasionally or once

in a while when teaching and learning is going on, not to critic but as a well-wisher, friend

and collaborator (Chaube, (2005). However, Chaube, (2005)’s assertion is being supported by
lviii
 Ireri, (2011), who gave an advise that “instructional supervisors should strengthen and

maintain interpersonal relation with the employees or teachers in order to create a mutual

understanding and friendly working environment so as to keep them at abreast towards

achievement of instructional and academic goals of the educational institution”. He further

added that “if the attitude of one employee towards the other is negative, then the

implementation process of educational and instructional goals are likely to be crippled with

the academic setting. This was commonly manifested in Universal Primary Education (UPE)

schools of Semuto Sub-county in Nakaseke District and therefore called for this kind of

study.

According to Beaver, (2002)’s study and findings, he stated that “basing on its functions and

purposes, instructional supervision is perceived as formal supervision since it is carried out

periodically by head teachers of schools”. According to Okumbe, (2007), he supported

Beaver, (2002)’s statement by asserting that “an instructional supervisor has to be a

professional qualified teacher in the field of teaching fraternity, with the pedagogical skills at

his or her finger tips, and his or her instructional leadership skills must be consciously

developed through training.

In relation to the above reviewed literature, it is partially revealed beyond further assertion

that instructional and general supervision has a significant correlation with teachers’ work

performance in schools. This means that supervision encourages positive teacher performance

at work place which in turn improves the academic performance and

achievement of learners in the school.

2.3.3 Head Teachers’ Supervision and Teachers’ Assessment and Evaluation of Learners.
According to the Ministry of Education and Sports (MoES), (2008), it asserts that continuous

assessment of learners has been increasingly important in education system today, although it

was previously one of the silent issues. Similarly, according t o the National Curriculum
lix
Development Centre (NCDC) (2005) quoted the MoES circular, no. 2/05 stating that pupils’

progress shall be accessed through continuous assessment and national examination in mid-

way cycle and at the end of the cycle in view of the above NCDC (2007) defines assessment

as a way of finding out how much a learner has achieved either during or after the teaching

and learning process within a defined specific class. It further defined continuous assessment as,

“a systematic objective and comprehensive way of regularly collecting and accumulating information

about pupils learning achievements over a period of study”. Assessment and evaluation in this study

encompasses lesson preparation exercises, daily trial activities, homework, weekly tests and other

followed up assignments in the course of teaching and learning process by the teacher.

Furthermore, according to National Curriculum Development Centre (NCDC), (2007),

identified the importance of assessment as an aid to identify children with learning

difficulties, assess how much the learner has acquired or knows, check on the teacher and

curriculum effectiveness and appropriateness, provide information and motivation to parents

and other stake holders, establish records and measure progress from year to year or term to

term and to help to decide whether the learner is ready for the next stage or class.

Basing on the above importance of assessment plan, the researcher sees it very vital for head

teachers to be close to teachers at every stage of learning process in order to achieve school

objectives and educational goals.

In the same vein, according to the Education Standards Agencies (ESA) (2008), it encouraged

head teachers to carefully analyze the record of pupil’s continuous assessment and use them

to design strategies for improvement and provide stake holders with pupils’ performance

records. On another hand, according to the Ministry of Education and Sports

(MoES), (2006), EMSI module 4 clearly emphasized that “head teachers are responsible for

ensuring that proper and appropriate pupil assessment take place in the schools and asserted

that this could only occur when schools draw up an assessment plans for all classes on termly

or yearly basis”. The researcher therefore agrees strongly with this kind of encouragement
lx
because it helps to avoid the assessing practice of only learners on a weekly, termly and

yearly basis but also enhance effective curriculum development and implementation by

offering quality teaching and learning processes. Eventually therefore, assessing and

evaluating of learners should be continuous and closely supervised by the head teachers to

promote teachers’ performance, curriculum development and implementation.

According to Harrison, (2008), he asserted that head teachers’ supervision should involve

evaluation of teachers’ work which includes schemes of work, lesson plans, lesson notes,

cumulative record of marks, marked exercises, tests and home works. This assertion is

strongly supported by Mohanty, (2001), that head teachers of primary schools are the superior

officers of the teachers who should give them the sense of direction in performing their

classroom and other daily duties to help them to carry out self-evaluation and also get the

most suitable instructional materials which improve learning outcomes. On another hand,

according to Shittu, (2004)’s study in Accra, he found out that “assessment skills among

teachers particularly checking through pupils’ work and making correct comments can

eventually improve their performance. However, according to Shittu, (2004)’s study and

findings, he did not bring out clearly the number of times a teacher or a learner should be

assessed, thus a gap which needed to be filled. The researcher therefore believes that the more

times a learner or a teacher is assessed, the higher the possibilities and chances of having

better performance in the school.

According to the Ministry of Education and Sports (MoES), (2007), it emphasized that “head

teachers were to support teachers in utilizing the various assessment methods while assessing

learners”. Teachers left on their own without supervising them may find it difficult to create

and update their records of assessment and yet it could be a basis for teaching and learning

process. By supervising teachers’ assessments, it creates and fosters effective management

lxi
and in turn reinforces the quality and frequency of record keeping for remedial activities

within the school. However, from the researcher’s findings, remedial activities are rarely

carried out and the frequency of assessing teachers and learners are very minimal in

Universal Primary Education (UPE) schools and this has resulted into poor performance of

teachers and learners in Semuto Sub-county in Nakaseke District.

The importance of assessment and evaluation of learners was further emphasizing by Otto,

(2008), wrote that “assessment procedures are important elements in the evaluation of the

teaching and learning process because the reasoning was to find out what the learner has

managed to master over a period of time and in this regard, head teachers are responsible for

ensuring that proper and appropriate pupil assessment takes place in the school in the

planned manner (Otto, (2008). For this reason therefore, if teachers are not adequately

prepared, supported and supervised by head teachers, assessment results or scores may end up

being cooked up by teachers, a similar case which may surface in Universal Primary

Education (UPE) schools in Semuto Sub-county in Nakaseke District.

According to National Curriculum Development Centre (NCDC), 2009, they further

observed in their assertion that "assessments are used to clearly rank learners using different

tools or techniques such as presentations, observations, guides, essays, quizzes, tests and

debates which help the teacher to easily identify individual special needs so as to provide

appropriate means or interventions. According to ESA, 2008’s assertion, it emphasized that

assessments normally help teachers and learners to know better the level of knowledge

impacted and acquired. I therefore assert that “assessments should be monitored by the head

teacher and also included as part of each activity in the learning process and part of each

lesson plan by every teacher in order to help the teachers in Semuto Sub-county in Nakaseke

District to know the strength and weaknesses of each pupil in class and look for the necessary

assistance to such pupils in case of weak ones.

lxii
According to Lukwago, (2000)’s findings, he noted that head teachers occupy a central

position in the school system because he takes decisions at work, on workers, on finances and

pupils. Teachers tendency to perform to the expectation can be influenced seriously by the

way head teachers guide them in their work while at school (Lukwago, (2000). Therefore,

Head teachers must always pay maximum attention to the quality, frequency of assessment

and the effectiveness with which records of learner's progress and attendance are kept and

used to modify instruction. It is therefore assumed that if all teachers properly conduct

continuous assessment, they are most likely to provide timely remedies to special needs of

pupils and if at all this is done in Universal Primary Education (UPE) schools in Semuto

Subcounty in Nakaseke District, there would not be no so called "weak learners" in the area.

According to the thematic curriculum approach to assessment being approved by National

Curriculum Development Centre (NCDC), (2007), it mainly focused on what the child is able

to do (competence based) in each learning areas or subject, the assessment advised to be done

during the normal lessons as children carry out their daily tasks, teachers keep cumulative

records for each child showing competencies achieved, assessment done through teacher

observation to children, looking at their exercise books, listening to them in class, marking

hand writing and looking at the class work they produce and also looking at what they have

achieved in the learning process. Though this recommendation is brilliant to be emphasized

in schools, it is very minimal in Universal Primary Education schools (UPE) of Semuto

Subcounty in Nakaseke District thus the need for the current study in the area.

According to Mwesigwa, (2010)’s assertion, he asserted that continuous assessment help

teachers and learners to achieve the required goals (Mwesigwa, (2010). The process of

teaching is not complete until the component of assessment of the learners is fulfilled. As one

of the important components in the process of learning, the head teacher should ensure that
lxiii
 teachers are supervised to the fullest to better their performance. This scenario should apply

to Universal Primary Education (UPE) schools in Semuto Sub-county in Nakaseke District

since head teachers supervise teachers with a focus of bettering performance of teachers

within their responsible educational institutions.

Several studies being conducted in Uganda by several researchers have mostly dealt with

secondary education according to Penny et al., (2008), educational policies according to

Kristen, (2011), school management and the role of the school principal according to Bennell

and Sayed, (2002), Dejaeghere et al., (2009), Chapman et al. (2010). Therefore, few studies

being conducted in Uganda have focused on the quality of education, particularly,

instructional supervision practices and perceptions and few studies do exist on head teachers’

supervision on teachers’ performance in Uganda. In the same vein, educational leaders and

managers have basically relied on literature of “Western” origin which may be irrelevant to

most Ugandan schools’ contexts.

According to Fgatabu, (2012), he observed a significant impact on teacher's performance due

to the frequency of head teachers checking of teacher's record of work (Fgatabu, (2012). This

indicated that when head teachers increase their frequency of supervision, it motivates the

teachers to work harder and also help head teachers to identify areas which require regular

attention and organize seminars, workshop or meeting to share with teachers and therefore

applies to schools under Universal Primary Education (UPE) system in Semuto Sub-county in

Nakaseke District as results showed significant relationship between head teachers’

supervision and performance of teachers within the area.

2.4 Summary of Literature review and identification of research gaps

The empirical studies reviewed this current study include William Ouchi (1980), Tracy

(1995), Burnham (1976), Namugwanya (2006), Simon George Proctor (2008), Nambasa

lxiv
(2003), Douglas McGregor (1960), Glanz (1994), Robert Goldhammer (1969), Haris

(1960), Bentley (2005), Moswela (2010), Olweny (2009), Otto (2008) and Education Act,

(2008). The gaps found in these empirical studies were based mainly on their focus, setting,

methodology and findings.

There are several studies that dealt with head teachers’ supervision and teachers’ preparation

of pedagogical documents. These include research carried out by Tesfaw and Hofman

(2014), Chapman (2000), Sembirige (2009), Wakutile Anthony Godwin (2019), Glickman

(2000) and Kimeu (2010). The conclusive findings in these kinds of studies indicated that

there had been some gradual improvement in schools following school inspection reports by

inspectors. But on another hand, the school inspection process had in turn put pressure on

subject teachers to change their way of teaching and delivering learning process. The

inspection process was also found emphasizing accountability without giving support to

schools on how to improve in weak areas. None of the studies empirically analysed and

investigated how school inspection can be enriched to support staff development in Primary

schools as a strategy for improvement for the teachers and pupils at large, and therefore this

study is sought to fill the gap.

There are also more studies that focused on the head teachers’ supervision and teachers’

classroom instruction and management on the effectiveness of school inspection conduct.

These include Awoyele (2008), Frepong (2011), Nzabonimpa Buregya (2013), Namugwanya

(2006), Mirithi (2014) and Nherara (2009). The findings from these studies indicated that the

head teachers generally had positive views of the inspectors’ techniques and approach to

school inspection while teachers had generally negative views. However, even when head

teachers had positive views it was found out that schools never implemented the

recommendations made during school inspection by inspectors of schools. Some of the

serious concerns of this study was to find out how teachers and head teachers perceive school
lxv
 inspection by school inspectors in facilitating staff development in Primary schools, and how

external inspection could have been managed to encourage head teachers and teachers to

school academic improvement which none of the studies above researchers dealt with.

There are researchers who used a quantitative design to carry out the studies elaborated and

these include Bernell (2004), Maicibi (2005), Otto (2001); Zepeda (2010); Sembirige (2009),

Musaazi (2006) and Horrison (2008). All of these researchers employed the cross sectional

survey design to carry out their research. Other researchers used the qualitative design to

carry out their research and these include Cogan (1973) and Morgan (2007).In this study, the

researcher collected data using both qualitative and quantitative methods and these included

in-depth interview, self-administered questionnaires and the Checklist for head teachers and

teachers of the particular school and subject. These data collection methods helped the

researcher to find a way of including the views and experiences of the immediate consumers

of school inspection services and providers in the study and to triangulate the data sources.

The researcher investigated the relationship between head teachers’ supervision and teachers’

performance in Universal Primary Education schools in Semuto Sub-county in Nakaseke

District in an effort to fill the remaining research gap.

In the nutshell, the above researchers prove that head teachers’ supervision is necessary for

any education institution since they are the major decision makers, data analyzers, problem

solvers, curriculum developers and institution public relation officers in directing and

coordinating all the teachers on educational policies and curriculum standards.

CHAPTER THREE
METHODOLOGY
3.0 Introduction

This chapter discusses the research design, study population, sample size, sampling strategies,

data collection methods, reliability and validity of instruments and methods of data analysis.

lxvi
3.1 Research Design

A cross sectional survey was used because the study selected respondents across different

Universal Primary Education (UPE) schools in Semuto Sub-county in Nakaseke District as a

geographical location and region. The study utilized a mixed method in which both

quantitative and qualitative approaches of data collection were adopted and employed. These

methods were used for purposes of drawing valid conclusions based on views got from oral

informants as well as the responses from those who filled the questionnaires. The use of both

qualitative and some quantitative methods concurrently is supported by Amin (2005)

especially where the study involves investigating people’s opinions within the region of

interest.

3.2 Study population

The study population included all the selected 15 (fifteen) Universal Primary Education

(UPE) schools in Semuto Sub-county in Nakaseke District comprising of 100 teachers and 15

head teachers. Head teachers were included in the study population because they were the key

individuals who are responsible for performing the supervisory role whereas teachers were

included because they were involved in the teaching activities which are components of

teachers’ performance. In general, this gave a study population of 115 respondents.

3.3 Sample Size

A sample comprises the element of the population considered for actual inclusion in the

study. As being guided by Morgan & Krejcie (1970) in Amin (2005) sample size table, the

researcher took all 15 UPE schools, 15 head teachers and 107 teachers within the Universal

Primary Education (UPE) schools in Semuto Sub-county in Nakaseke District. Hence, when

lxvii
added together gives a sample size of 122 respondents. The target population, sample size

and sampling techniques are shown in Table 3.1 below:

Formula for determining sample size according to Krejcie and Morgan, (1970):

n=N/(1+N(e^2)

Where: n=Sample size

N=Target population

e=Margin of error

Given: N=128 (Target population) and n=122 (sample size)

Let us calculate the margin of error (e)

e^2=(N-n)/n

e^2=(128-122)/122

e^2=6/122

e^2=0.0492

e≈√0.0492

e≈0.2217

Calculation of the proportionate sample size (n) using Krejcie and Morgan, (1970)’s

formula:-

n=N/(1+N(e^2)

n=128/(1+128(0.2217)^2)

n=128/(1+128x0.0492)

n=128/(1+6.2976)

n=128/7.2976

n≈17.53

Table 3.1: Schools, population, sample size and sampling techniques

lxviii
 Schools Target Population Sample size

(Purposive sampling) (teachers by simple random sampling)

Primary School 1 07 07

Primary School 2 09 07

Primary School 3 07 06

Primary School 4 08 07

Primary School 5 09 08

Primary School 6 07 07

Primary School 7 10 09

Primary School 8 09 06

Primary School 9 10 09

Primary School 10 08 06

Primary School 11 06 06

Primary School 12 10 08

Primary School 13 09 07

Primary School 14 09 07

Primary School 15 10 07

Total 128 107

Head teachers 15

Grand total 122

Source: Nakaseke District Education office, 2024.

3.4 Sampling Strategies

The researcher used simple random techniques and purposive sampling to select schools,

teachers and head teachers respectively.

lxix
3.4.1 Simple random sampling

According to Amin, (2005), Simple random sampling technique enables equal and

independent opportunities of selecting each individual or element within the population

sample (Amin, (2005). The researcher used a lottery method of simple random sampling to

select 107 teachers. The researcher met head teachers of the schools and requested for the list

of teachers’ names to act as a sampling frame. Their names were written on pieces of paper

which were folded, mixed up in a container and a paper was picked at random without

replacement till the required number of teachers were arrived at.

3.4.2 Purposive Sampling

According to Haruna, (2010), purposive sampling technique was perceived as a

nonprobability sampling method whereby a researcher selects a number of objects that pauses

features of interest from a given population to form part of the sample (Haruna, (2010). So

using purposive sampling, the researcher used all the 15 Universal Primary Education (UPE)

schools and 15 head teachers. In this research, 15 head teachers, were selected purposively

because they are central to supervisory roles in the school. Besides, by virtue of their

respective positions, they are the only individuals holding those positions.

3.5 Data Collection Methods and Instruments

Data was collected through self-administered questionnaires, interview guides and

observation checklist.

3.5.1 Questionnaire

According to Schroder & Carey, (2003), a questionnaire was perceived as a form containing a

set of questions addressed to a number of subjects or respondents as a way of gathering

information (Schroder & Carey, (2003). A closed-ended questionnaire on 4 Likert-scale (4

=strongly agree, 3 =Agree, 2 = Disagree, 1 = strongly disagree), was constructed by the

researcher and used to collect data from the selected respondents. The researcher used this

lxx
 instrument to collect data from teachers. In this study therefore, a structured questionnaire

was used to collect numerical data from respondents to answer the research questions. The

questionnaire served to collect a lot of information within a short period of time, and the data

collected was deemed credible because, unlike interview where the respondent could be

quoted, questionnaires were filled anonymously.

Section A contained the demographic information of all the respondents, section B focused

on responses on the head teachers’ roles, whether those roles are relevant in aiding them to

perform their supervisory roles in schools. Section C 1 focusing on extraction of information

on preparation of pedagogical documents, Section C2gathered data on classroom instruction

and management, section C3focused on assessment and evaluation in Universal Primary

Education (UPE) schools in Semuto Sub-county in Nakaseke District.

3.5.2 Interview Guide

According to Amin, (2005), an interview guide was perceived as an oral questioning method

where the investigator gathers data through direct interaction with participants (Amin, (2005).

In regard to this study therefore, the researcher used an interview guide to collect non-

numeric data from head teachers for purpose of backing up numeric data. Interviews with the

teachers was conducted by meeting them and asking them various questions of which the

researcher recorded all the responses by himself. Interviews generated immediate feedback

and generated a wide range of opinions, views, thoughts and perception concerning head

teachers’ supervision and teachers’ performance in Universal Primary Education (UPE)

schools in Semuto Sub-county in Nakaseke District.

3.5.3 Observation Checklist

The researcher moved around all the selected sampled schools for this kind of study to

identify pedagogical documents and instructional materials available in the school. This was

done for at least two consecutive times in almost each of the selected schools throughout the
lxxi
 entire period of study. The data collected greatly helped the researcher to validate the data

obtained through questionnaires. The checklist contained items to be observed which

included, pedagogical documents, teaching aids, teacher-pupil ratio and classroom

arrangement.

3.6 Validity and Reliability of Instruments

3.6.1 Validity

According to Amin, (2005), validity refers to the extent to which the instrument is appropriate

for what it is meant to measure (Amin, (2005). To establish the validity, the instrument used

was subjected to the scrutiny by experts who evaluated the relevance of the items in the

instruments to the objectives. The experts rated each item on a scale and their

recommendations were used to finally modify questions and the format of the tools that have

the ability to solicit the expected information or data. It was done to assess the relevance and

clarity of instructions. This helped the researcher in determining the suitability of the method

of collecting data and the adequacy of the questionnaires. It also helped to bring out some of

the problems the researcher had not anticipated. The validity of the instrument was

determined through the content validity index (CVI) and through expert judgment. The

content validity index (CVI) was computed as below:-

CVI = n/N; where n is the number of items which will be declared relevant; N is the total

number of items in the instrument.

CVI= Agreed items by judges as suitable 27 = 0.9

Total number of items being judged 30

According to Amin, (2005), for any instrument to be accepted as valid, average index should

be 0.7 or above (Amin, (2005). Therefore, since computed values were 0.9 which was greater

than 0.7, the instrument was then considered valid.

3.6.2 Reliability

lxxii
 According to Amin, (2005), reliability refers to the stability of the measure used to study the

relationships between variables (Amin, (2005). The questions in the questionnaire were

designed taking into consideration the issues related to the problem, goals and theories of the

study. It is therefore believed that the responses, findings and results from this study were

reliable.

According to Amin, (2005), reliability determines whether the research instrument is reliable

for collecting data (Amin, (2005). Reliability is the dependability of an instrument under

similar circumstances to produce similar results and the reliability of the questionnaire was

ensured through pilot study. Data collected from sample of respondents was analyzed and

computed using Statistical Package for the Social Sciences (SPSS) software and the results

from respondents were presented in tabular format.

Table 3.2: Reliability Statistics

Cronbach's Alpha No of Items

0.9 30

Source: Primary Data (2024)

According to Amin, (2005), any research instrument to be accepted as reliable, average index

should be 0.7 or above and since computed values were greater than 0.7 i.e. 0.9, the

instrument was considered reliable.

3.7 Data Collection Procedure

The researcher obtained an introductory letter identification id from Nkumba University in

the School of Education (SEDU), indicating my course name and researchers’ name to

introduce the researcher to the respondents. On another hand, the researcher made

appointments with head teachers who permitted him to collect data.

lxxiii
 The objective and the purpose of the study was explained to the respondents in English since

the study dealt with literates. Questionnaires were distributed to teachers and collected within

the second week later from the day of distribution since they are busy people and fairly good

at keeping documents. Data collection took place in April to July 2024 and analysis of data

will be done in August, 2024.

3.8 Data Analysis

At the end of data collection, all the completed questionnaires were thoroughly edited,

organized, and processed by the researcher. The researcher coded the responses especially

those on 4 Likert-scale (4 =strongly agree, 3 =Agree, 2 = Disagree, 1 = strongly disagree).

The researcher used the Statistical Package for Social Sciences (SPSS) to help in analyzing

the data. Bivariate data was presented in table form by use of descriptive statistical tools

(frequency and percentage). Descriptive statistics is a tool that provides information about

condition, situation and event that occur in the present using statistical measures through

frequency and percentage. Whereas, bivariate data was analyzed by Pearson Correlation

Coefficient which was a statistical measure that indicates the extent to which two or more

variables fluctuate together? A positive correlation indicates the extent to which those

variables increase or decrease. While negative correlation indicates the extent to which one

variable increase as the other decreases. On the other hand, data from interviews as well as

observation were analyzed non-numerically inform of statements and narrations.

3.9 Ethical considerations

According to researchers like Field & Behrman, (2004), Best & Kahn, (2006), Trimble &

Fisher, (2006) and Cohen et al (2007), noted that ethics have become a key aspect in

conducting an effective and meaningful research and this means that the ethical behavior of

individual researchers is unprecedented scrutiny. In the same vein, they noted that “as

lxxiv
interviews are considered an intrusion into respondents’ private lives with regard to time

allocated and level of sensitivity of the questions asked, a high standard of ethical issues

needs to be maintained”. According to Bryman, (2004), Cozby, (2007) and Cohen et al,

(2007), further emphasized that ethical issues should be taken into consideration at all levels

during planning and interviewing processes.

Permission to conduct the study was obtained from the School of Education (SEDU),

Nkumba University. This was obtained through presenting a detailed concept paper and plan

of how collection of data, problem statement, privacy and confidentiality of the respondents,

participants and schools including the relevant offices visited would be protected in the data

collection and analysis process. Permission to conduct the study in the primary schools within

Nakaseke District was also obtained from the District Local Government through the District

Education Officer who is in charge of Education department in the district, letters were sent

to the head teachers, and teachers requesting them to participate in the study within the sphere

of the study. Informed consent letter from head teachers was obtained to ensure that the

participants have a complete understanding of the purpose and methods used in the study, the

risks involved and the demands of the study according to Jones & Kotter ,(2006), Best &

Kahn, (2006). Consent was obtained from all the participants and they were informed that

they are free to withdraw from the study at any time. The researcher once again obtained

consent from all the respondents that were to be interviewed during the study process. The

participants were informed that their individual identities over this study would be maintained

silent and totally private and that the data which would be collected by the researcher would

be treated with maximum confidentiality by the investigator. The participants were informed

of the purpose of the study as purely for academic purposes which would in turn help

educational implementers like head teachers and teachers to improve academic performance

of students in Universal Primary Education (UPE). A friendly atmosphere was employed as a

stepping stone for openness and respondents’ participation without fear, threat and biasness.
lxxv
 On the other hand, the researcher took note of all respondents’ data being provided with due

respect.

3.9.1 Confidentiality

According to Gladwell, (2010), confidentiality means knowing some information without

revealing it to other people because they are not supposed to have it (Gladwell, (2010). In the

same vein a high degree of anonymity of data was maintained thus all the names and schools

including all the offices visited were anonymized in the study on serious note and due

respect.

3.10 Limitations of the study

This study was carried out in Central part of Uganda in Semuto Sub-county in Nakaseke

District. Among the limitations was that some respondents did not fill all the parts of the

questionnaires appropriately the way it was supposed to because the study took place during

midterm one, end of the term one and beginning of term two examinations whereby both

head teachers and teacher were very busy supervising, marking, compiling of examination

results, making of examination marking guides and doing of correction. This scenario

interrupted effective data collection and interpretation. Besides that, some of the respondents

did not return the questionnaires, causing a short fall in the proposed sample size. 115 (one

hundred fifteen) questionnaires were distributed but the researcher collected 107 (one

hundred seven) whereby eight (8) respondents (teachers) did not return the questionnaires.

In the same vein, when it came to oral interviews from head teachers, many interviewees

wanted the interviews to last not more than 20 (twenty) minutes. This situation proved to be a

challenge because the investigator had to rush with the questions leading to failure to exhaust

lxxvi
 information from the participants though probing was adopted to get more data from the

informants.

Another major limitation of this study was unwillingness from some respondents to receive

and fill in the questionnaires during the process of data collection since they were working on

teaching process, exams and reports. To overcome this limitation, simple thorough

explanation was given by the researcher on how this research was important to him and the

entire primary education system and how data being given will be secretly handled. But some

respondents out of 115 did not return back the questionnaire. However, this did not lower the

validity and reliability of the study in the due process. Since the study was carried out during

the wet season, many roads and routs were impassable due mud and rain drops. This situation

led to inappropriate management of time when it came to fulfilling appointments with

teachers and head teachers.

Poor communication networks and electric power shutdowns in the region also seemed to

limit my study progress. Electric power shutdowns could make entering of collected data into

the computer difficult and also communicating with informants a barrier due to low battery

tendencies and lack of proper reliable networks for some telecom lines like Airtel network.

CHAPTER FOUR

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

4.0 Introduction

This chapter is presented in two parts, the first part includes presentation of the respondents’
demographic data which included age, gender, qualifications and working experience as well
as the descriptive statistics of the corresponding questions addressing specific research
hypotheses. The second part analyses data from the statistics in first part.

lxxvii
 Part 1

This part includes presentation of the respondents’ demographic data which included age,

gender, qualifications and working experience as well as the descriptive statistics of the

corresponding questions addressing specific research hypotheses. Presentation of the data is

therefore according to the three Null hypotheses.

Part 2

This part analyses data from the statistics above. In this section, analysis is presented and

organized according to the specific research hypotheses. For each research hypothesis,

analysis is presented from the quantitative followed by the corresponding qualitative analysis.

Quantitative analysis was conducted using descriptive statistics (frequencies and percentages)

and inferential statistics (based on Pearson Correlation Coefficient techniques) to establish

the strength of the relationship between the variables.

4.1 Respondents’ Demographic Analysis

The presentation of respondents’ demographics was to inform the reader about the suitability

of the sample with respect to provision of the required information for the study. Table 4.1

below summarized the various demographic data of respondents.

lxxviii
Table 4.1: Demographic Statistics of Respondents.

Category Sub category Frequency Percentage

Age 20-29years 25 23%

30-39years 41 39%

40-49 years 25 23%

50-59 years 16 15%

Total 107 100%

Gender Male 45 42%

Female 62 58%

Total 107 100%

Highest qualification Grade III certificate 75 70%

Diploma 20 19%

Degree 12 11%

Total 107 100%

Working experience 0-9 years 38 35%

10-19 years 33 31%

20-29 years 20 19%

30 years above 16 15%

Total 107 100%

Source: Primary School source (2024)

This age distribution in Table 4.1 implied that data was collected from mature people as more

than three quarters 82 (81%) were above 30 years. The findings showed that 45 (42%) were

males while 62 (58%) were females. This implied that more than half of the

lxxix
 respondents were females and this perhaps could be due to their willingness to participate in

the study. In terms of the study at least both Males and Females were involved in the study

though Females outnumbered Males.

Concerning qualification of respondents 75 (70%) teachers were Grade III certificate holders

and yet 20 (19%) were diploma holders, and degree holders were the least represented with

only 12 (11%). As per the presentation, it was observed that almost three quarters of

respondents were Grade III certificate holders. This perhaps was because most of the teachers

were of ordinary levels and therefore were holders of certificates in primary education. This

information showed that the respondents were knowledgeable enough and could give valid

and reliable information based on their highest qualification levels of education.

In line with working experience of respondents, 38 (35%) were in the category of 0-9 years of

working experience, 33 (31%) were in the category of 10-19 years, 20 (19%) were in the

category of 20-29 years while 16 (15%) were in the working category of 30 years and above.

This information showed that the respondents had enough working experience and could give

credible information with regard to the influence of head teachers’ supervision on teachers’

performance.

4.2 Study findings based on the themes in relation to the research objectives:

lxxx
4.2.1 Descriptive statistics of head teachers’ supervision roles as the independent variable.

ITEM RESPONSES IN FREQUENCE (F) AND

PERCENTAGE (%)
PART Head SA (4) A (3) D (2) SD (1) MEA STANDA INTERP
B. teachers’ N RD RETATI
supervision F % F % F % F % DEVIATI ON
ON (STD)
B.1. Proper problem 99 93% 8 7% 0 0% 0 0% 1.1 9.5 Low
solving guides
a headteacher
to supervise
his/her
teachers’
teaching
process.

B.2. Proper 93 87% 14 13% 0 0% 0 0% 1.1 9.2 Low

decisionmaking
helps
headteachers to
allocate and
supervise
his/her teachers’
instructional
materials.
B.3. Proper data 76 71% 31 29% 0 0% 0 0% 1.3 7.7 Low
analysis enables
head teachers to
supervise
his/her teachers’
syllabus
coverage.

B.4. Frequent 101 94% 6 6% 0 0% 0 0% 1.1 9.6 Low

classroom
observation
enables head
teachers to draw
proper judgment
over his/her
teachers’
mastery of
subject content.

B.5. Coaching of 66 62% 41 38% 0 0% 0 0% 1.2 7.4 Low

teachers helps
the head
teachers to
carryout lesson
tracking
appropriately.

lxxxi
B.6. Professionalizin 105 98% 2 2% 0 0% 0 0% 1.0 10.1 Low
g teachers
enables head
teachers in
acquiring
qualified and
competent
teachers.
B.7. Continuous 53 50% 54 50% 0 0% 0 0% 1.5 7.1 Moderat
assessment of e
teachers’ work
helps in testing
the teachers’
competencies.
B.8. Continuous 70 64% 37 36% 0 0% 0 0% 1.3 7.5 Low
curriculum
monitoring by
the head
teacher helps
him/her to
identify gaps in
it.
B.9. Proper 104 97% 3 3% 0 0% 0 0% 1.0 9.9 Low
communication
with staff and
stake holders
guides head
teachers to
identify tastes
and preferences
of both staff and
stakeholders.

B.10. Frequent 95 89% 12 11% 0 0% 0 0% 2.2 9.0 Moderat

engagement e
with staff and
stake holder
enables head
teachers to
identify
grievances,
challenges and
achievement
made within the
institution.

Grand mean 1.3 Low

Key Legend:
Description Mean Range Scale Interpretation
SA 3.50-4.49 4 Very high
A 2.50-3.49 3 High
D 1.50-2.49 2 Moderate
SD 1.00-1.49 1 Low

lxxxii
 In regard to the investigation on the roles of the head teacher in respect to their supervisory

roles, hundred percent (100%) of the sampled teachers responded to these roles and

confirmed that these roles helps the head teachers to play their roles of supervision to the

expectation.

Therefore, head teachers need to embrace these roles if they are to solve the day today duties

of supervision in their deployed schools within Semuto Sub-county in Nakaseke district and

its neighboring district.

4.2.2 Descriptive statistics of teachers’ preparation of pedagogical documents.

RESPONSES IN FREQUENCE (F) AND PERCENTAGE
PART C. RESEARCH (%)
OBJECTIVE
ONE
C.1 Teachers’ SA (4) A (3) D (2) SD(1) MEA STANDA INTER
N RD PRETA
preparation of DEVIATI TION
F % F % F % F %
pedagogical ON
documents. (STD)
C.1.1 Teacher prepares 47 44% 43 40% 15 14% 0 0% 1.7 6.3 Moder
the learning aids ate
before teaching
every lesson.
C.1.2 Teachers’ 76 71% 21 20% 10 9% 0 0% 1.4 7.5 Low
schemes of work
covers all the
teachable units
for each term as
reflected on the
teaching syllabus.
C.1.3 Teacher carries all 21 20% 39 36% 41 38% 6 6% 2.3 5.5 Moder
the class tools to ate
class whenever
he/she goes to
teach.
C.1.4 Teacher uses 21 20% 26 24% 60 56% 0 0% 2.4 6.3 Moder
learner centered ate
approaches to
teach.
C.1.5 Teacher gives 15 14% 38 36% 44 41% 10 9% 2.5 5.5 High
exercise and
homework after
every lesson.
C.1.6 Teacher marks 21 20% 27 25% 57 53% 2 2% 2.4 6.1 Moder
pupils exercise ate
daily and give
constructive
feedback.

lxxxiii
 C.1.7 Head teacher 64 60% 33 31% 7 6% 3 3% 1.5 6.7 Moder
ensures schemes ate
of work and
lesson plans are
related to
syllabus content.
C.1.8 Head teacher 29 27% 56 52% 17 16% 5 5% 1.9 6.0 Moder
tracks teachers’ ate
lesson plans and
give constructive
feedback.
C.1.9 Headteacher 56 52% 23 22% 27 25% 1 1% 1.7 6.1 Moder
ensures enough ate
content is taught
so as to cover the
syllabus in time.
C.1.10 Head teacher 56 52% 42 39% 9 9% 0 0% 1.5 6.6 Moder
ensures required ate
learning aids are
provided.
C.1.11 Head teacher 54 50% 38 36% 12 11% 3 2% 1.6 6.3 Moder
ensures
ate
all the
teachable
units for
every class
and term are
schemed
as a way
of
monitoring
syllabus
coverage.

C.1.12 Head teacher 49 46% 40 37% 16 15% 2 2% 1.7 6.0 Moder

ensures guides are ate
available during
lesson preparation.

Mode
Grand mean 1.7 rate

lxxxiv
Key Legend:
Description Mean Range Scale Interpretation
SA 3.50-4.49 4 Very high
A 2.50-3.49 3 High
D 1.50-2.49 2 Moderate
SD 1.00-1.49 1 Low

Regarding the testing of hypothesis one, correlation analysis was done between head

teachers’ supervision and teachers’ preparation of pedagogical documents. The results

revealed a significant relationship between head teachers’ supervision and teachers’

preparation of pedagogical documents (sig 0.000) as shown in table 4.2.

Table 4.2: Showing Pearson Correlation between head teachers’ supervision and
teachers’ preparation of pedagogical documents
Variables Computed index Head teachers’ Teachers’ preparation
supervision of pedagogical
documents

Head teachers’ Pearson 1 0.778**

supervision Correlation

Sig. (2-tailed) 0.000

N 107 107

Teachers’ preparation of Pearson 0.778** 1

pedagogical documents
Correlation

Sig. (2-tailed) 0.000

N 107 107

**. Correlation is significant at the 0.05 level (2-tailed).

As indicated in Table 4.2 above, the Pearson correlation was applied to establish the

relationship between head teachers’ supervision and teachers’ preparation of pedagogical

documents in UPE schools in Semuto Sub-county in Nakaseke District. The results above

show a strong positive significant relationship between head teachers’ supervision and

lxxxv
teachers’ preparation of pedagogical documents (r=0. 778**, p=0.000), the relationship is

significant because the P<0.05 which is the predetermined level of significance. The study

findings did not support the null hypothesis as there was an indication of a significant

relationship between head teachers’ supervision and teachers’ preparation of pedagogical

documents in UPE schools in Semuto Sub-county in Nakaseke District. The implication of

the finding is that head teachers’ supervision highly influence teachers while preparing

pedagogical documents, so if head teachers properly supervise teachers, the teachers can

prepare pedagogical documents better, and vice versa.

Asked during oral interviews how head teachers’ supervision influences teachers’ preparation

of pedagogical documents, some head teachers said; “To be honest with you, most of we the

head teachers do not directly monitor or supervise our teachers, we normally assign or

appoint other individuals to do that, such as the director of studies or my deputy head teacher.

The deputy head teacher and the director of studies work together in supervising teachers’

schemes of work to ensure that it is accurate and detailed, lesson plans and instruction

materials are compatible with the syllabus protocol. These schemes of work, lesson plans and

instruction materials have to be approved with an official school stamp before use by any

teacher”. Therefore, findings show that some head teachers in Semuto Subcounty in

Nakaseke District are reluctant to do their work and think that their deputy teachers and

directors of studies can do supervise preparation of pedagogical documents for them.

Similarly, on another note, head teacher from another school asserted almost a similar

comment that since our schools are always inspected by academic committee

officials from the district and the crucial items they normally request to have a look at are

teachers’ schemes of work and lesson plans. Therefore, it is mandatory and always we make

sure that all teachers have schemes of work and lesson plans before the inspection officials’

surface.

lxxxvi
In the nutshell on the issue of instruction materials or teaching aids or learning aids, some

head teachers noted that they emphasize teachers to make good use them while carrying out

teaching and learning process but some head teachers are not so strict on the use of them

during preparation and use since some teaching aids are expensive to purchase and scarce to

get and besides that, some teachers assert that teaching aids cause teaching and syllabus

coverage to be so slow. Therefore, this findings shows that some head teachers force teachers

to prepare and have some pedagogical documents for example the schemes of work and

lesson plans but relax on preparation of teaching aids which in turn makes teachers to relax

too. Details of teachers’ performance in terms of preparing pedagogical documents are

indicated in the tables 4.3 below:-

lxxxvii
5.2.2Descriptive statistics of teachers’ classroom instruction and management.
RESPONSES IN FREQUENCE (F) AND PERCENTAGE
RESEARCH (%)
OBJECTIVE
TWO
C.2 Teachers’ SA (4) A (3) D (2) SD (1) MEA STAND INTERP
classroom N ARD RETATI
instruction and F % F % F % F % DEVIA ON
management TION
(SD)
C.2.1 Head teacher 48 45% 42 39% 17 16% 0 0% 1.7 6.1 Moderate
ensures lesson
objectives are
specific,
measurable,
achievable, and
realistic and
time bound
(SMART).
C.2.2 Head teacher 49 46% 36 34% 19 18% 3 2% 1.7 5.8 Moderate
ensures lessons
contain learner
centered
activities.
C.2.3 Head teacher 40 37% 20 19% 34 32% 13 12% 2.2 5.2 Moderate
supervises
teachers
frequently/occas
ionally.
C.2.4 Head teacher 41 38% 32 30% 30 28% 4 4% 1.9 5.4 Moderate
ensures
instructional
materials are
used.
Moderate
Grand mean 1.8

Key Legend:
Description Mean Range Scale Interpretation
SA 3.50-4.49 4 Very high
A 2.50-3.49 3 High
D 1.50-2.49 2 Moderate
SD 1.00-1.49 1 Low

On this research objective, it was found that there is a significant relationship between head

teachers’ supervision and teachers’ classroom instruction and management (Sig 0.000).

Table 4.9 illustrate the results: -

lxxxviii
Table 4.9: Pearson Correlation between headteachers’ supervision and teachers’
classroom instruction and management.
Variables. Computed index. Head teachers’ Teachers’ classroom
instruction and
supervision. Management.

Head teachers’ Pearson 1 0.757**

supervision
Correlation

Sig. (2-tailed) 0.000

N 107 107

Teachers’ classroom Pearson .757** 1

instruction and
management Correlation

Sig. (2-tailed) .000

N 107 107

**. Correlation is significant at the 0.05 level (2-tailed).

As per the statistics in Table 4.9 above, the Pearson correlation was applied to establish the

relationship between head teachers’ supervision and teachers’ classroom instruction and

management in UPE schools in Semuto Sub-county in Nakaseke District. The results above

showed a strong positive significant relationship between head teachers’ supervision and

teachers’ classroom instruction and management (r=0. 757 **, p=0.000), the relationship is

significant because the P<0.01 which is the predetermined level of significance. The study

findings did not support the null hypothesis as there was an indication of a significant

relationship between head teachers’ supervision and teachers’ classroom instruction and

management in Universal Primary Education (UPE) schools in Semuto Sub-county in

Nakaseke District. The implication of the findings is that the more head teachers supervise

teachers during classroom instruction and management the better the teachers’ performance

lxxxix
 in classroom instruction in Universal Primary Education (UPE) schools in Semuto

Subcounty in Nakaseke District, and vice versa.

The qualitative analysis, when most head teachers were asked about the frequency by which

they conduct supervision of their teachers, one stated:

“I normally supervise my teaching staff at the beginning of term, midterm, and towards the

end of term and that’s a done deal” (Head teacher 1: Tuesday 9th/April/2024). This

scenario indicated that supervision is not frequent as possible. This situation brings about

reluctance in some teachers since the head teacher can easily be spotted on when to

supervise them.

Another Principal/head teacher commented that;

“We have a particular daily school programme concerning supervision: for example, per

day, per week and monthly for particular classes, heads of departments and support

staff” (Head teacher 3: Thursday 11 th/April/2024). This kind of supervision was good

and impressive since all teachers could be extremely vigilant and committed on his or

her daily teaching duties.

On another note, head teacher 4 asserted a related comment;

“Teachers are weak when it comes to classroom management and use of instructional

materials, they need a lot of emphasis and strict follow up in our government schools

like this one of mine which they posted me to head” (Head teacher: 4: Monday 15th

/April/2024).

Therefore, when teachers are frequently supervised, it would give them a clear direction, and

instilling hard work and commitment among teachers, which would ultimately lead to

achievement of goals and objectives which would in turn bring about improved teachers’

performance.
xc
Head teacher 2 happily had the related assertion;

“As with me and my director of studies, we have introduced remedial teaching and also

providing external exams at the beginning of the term, mid-term and finally third term to

check on content coverage and learners’ achievement and understanding of the subject

in question” (Head teacher: 2: Wednesday 17th/April /2024). In simple terms, such head

teachers do not physically monitor their teachers but use assessments to test the teachers’

competence and coverage.

Another head teacher remarked;

“As a school supervisor and head, I always ensure that enough content is taught so as to

cover the syllabus in time, I do this through asking teachers to make reports of what has

been accomplished on a weekly basis, also, I set assessment exercise after every three

weeks to test teachers on what has been covered” (Head teacher 5: Monday 22nd

/April/2024). So, if such policies were implemented in all Universal Primary Education

schools in Semuto sub-county in Nakaseke district, learners’ academic performance

would be good because such policies encourages hardwork and commitment by

teachers in their respective disciplines they teach.

Head teacher number 6 noted;

“As a head of school, I supervise my teachers any time, in most cases I do it without

informing them such that I assess their teaching without any notice. Abrupt visiting

make teachers prepared all the time so this makes them smart and deliver content in an

organized manner” (Head teacher 6: Wednesday 24th /April /2024). With such a phrase,

teachers need to be supervised in an abrupt way so that the head teacher analyses his or

her teachers with no biasness when judging their competences concerning content

delivery, teaching methodologies, assessment and evaluation styles to their learners.

xci
Head teacher 7 said;

“I have personally tried to supervise teachers during teaching time and this has brought a

considerable change in teachers’ actual teaching” (Head teacher 7: Friday

26th/April /2019). This shows that head teachers’ role of supervision impacts much on

the daily performance of the teacher and therefore, strict supervision encourages

innovation, creativity, problem solving and hardwork amongst teachers.

One other head teacher reveled;

“I personally visit classrooms during teaching, looking through lesson plans daily and

schemes of work. I do this to ensure that right content is delivered and this improves on

teachers’ organization and classroom management” (Head teacher 8: Wednesday

5th/June /2024). The head teachers’ role of supervision creates awareness in teachers on

how classroom management and organization should be on daily basis.

Another head teacher commented;

“I always ensure that lessons are conducted and punishments are given to those who

try to dodge classes. This has helped in checking on absenteeism cases and therefore

slight improvement in performance” (Head teacher 9: Friday 7 th /June /2024). So, the

head teacher is entitled to develop policies and strictly follow them up if the education

institution was to improve on its teachers and learners performance at large.

Head teacher 10 said;

“I supervise my teachers every day in the morning, mid-day and evening for upper

classes since lower classes are always off, to ensure that they are consistently in

class and school during the working hours” (Head teacher 10: Monday 10th

/June/2024). This assertion implies that head teachers needed to be available on

xcii
 daily basis and at all working hours to monitor the teaching processes in an

education institution if they were to realize better teachers performance.

Another head teacher revealed that;

“I always ensure instructional materials are used during every lesson, for instance when it is

time for mathematics I ensure that charts, sets and mathematical text books are

availed to all teachers for effective lesson delivery as I occasionally go through to see

how they are using them” (Head teacher 11: Wednesday 12 th /June /2024). The

assertion implied the importance of the head teacher in the school, they were the

major academic performance changers.

During my scheduled observation, instructional materials were readily available and during

class visitation, charts with writings and pictures, diagrams were seen displayed on walls to

aid in teaching and learning process.

The results above were consistently in line with the quantitative data. Almost all the key

informants raised similar concern as regards teachers’ performance and classroom instruction

and management. This implied that if head teachers ensure that instructional materials are

availed to teachers in time, coupled with strict supervision, teaching and learning is likely to

improve in primary schools of Semuto Sub-county in Nakaseke District.

xciii
 6.2.2 Descriptive statistics of teachers’ assessment and evaluation of learners.
RESPONSE IN FREQUENCE (F) AND PERCENTAGE (%)
RESEARCH
OBJECTIVE
THREE
C.3 Teachers’ SA (4) A (3) D (2) SD (1) MEA STAN INTERPR
assessment and N DARD ETATIO
evaluation of DEVI N
learners. ATIO
N
(STD)
F % F % F % F %
C.3.1 Head teacher 40 37% 20 19% 34 32% 13 12% 2.2 5.2 Moderate
ensures lesson
exercise and
home work are
given to
learners.
C.3.2 Head teacher 37 35% 40 37% 25 23% 5 5% 1.2 5.6 Low
ensures pupils`
exercise books
are marked with
constructive
feedback.
C.3.3 Head teacher 35 33% 37 35% 27 25% 8 7% 2.1 5.3 Moderate
ensures teachers
use various
methods of
learner
assessment
C.3.4 Head teacher 39 37% 30 28% 25 23% 13 12% 2.1 5.1 Moderate
ensures
teachers
provide
remedial
lessons as a
follow up of
every
assessment.

Grand mean 1.9 Moderate

Key Legend:
Description Mean Range Scale Interpretation
SA 3.50-4.49 4 Very high
A 2.50-3.49 3 High
D 1.50-2.49 2 Moderate
SD 1.00-1.49 1 Low

xciv
On this research objective, it was found out that there is a significant relationship between

head teachers’ supervision and teachers’ assessment and evaluation of learners (sig 0.000), as

seen in table 4.15.

Table 4.15: Pearson Correlation between head teachers’ supervision and teachers’
assessment and evaluation of learners

Variables Computed index Head teachers’ Teachers’ assessment

supervision and evaluation of
learners

Head teachers’ Pearson Correlation 1 .688**

supervision
Sig. (2-tailed) .000
N 107 107
Pearson Correlation .688** 1
Teachers’ Sig. (2-tailed) .000
assessment
evaluation N 107 107

**. Correlation is significant at the 0.05 level (2-tailed)

As per the statistics in Table 4.15 above, the Pearson correlation was applied to establish the

relationship between head teachers’ supervision and teachers’ assessment and evaluation of

learners in Universal Primary Education (UPE) schools in Semuto Sub-county in Nakaseke

District. The results above showed a positive significant relationship between head teachers’

supervision and teachers’ assessment and evaluation of learners (r=0. 688 **, p=0.000), the

relationship is significant because the P<0.01 which is the predetermined level of

significance. The study findings did not support the null hypothesis as there was an indication

of a significant relationship between head teachers’ supervision and teachers’ assessment and

evaluation of learners in Universal Primary Education (UPE) schools in Semuto Sub-county

xcv
in Nakaseke District. The implication of the findings is that head teachers did not effectively

supervise teachers during assessment and evaluation of learners hence poor teachers’

performance in Universal Primary Education (UPE) schools in Semuto Sub-county in

Nakaseke District.

In the interview discussions with head teacher 12, he revealed that;

“Many teachers don’t want a lot of work especially when it comes to giving assignments to

learners since learners in our Universal Primary Education (UPE) schools are very many in

numbers in each class and yet parents and district officials are on our necks to produce good

results. By the way, learners cannot produce good results when they are inadequately taught

and rarely given assignments. As ahead teacher, I usually urge my teachers to always assign

learners with activities after end of any topic or sub-topic to evaluate their learners in their

respective classes and I normally ask my deputy head teacher and director of studies to make

a follow up on such and always offer a report on such, hence the more the supervision is

done, the more the teachers give assignments and marking them” (Head teacher 12: Tuesday

6th/June/2024). Therefore, the statement above was in line with quantitative data (see Table

4.16) where a relatively big portion revealed that head teachers rarely ensure that teachers use

various methods of learner assessment.

In an interview when another head teacher was asked to reveal teachers areas of weakness,

she asserted;

“Almost all of my teachers are generally weak when it comes to assessment and evaluation of

learners and preparing lesson plans” (Head teacher 13: Friday 14th /June/2024). This

statement shows that teachers need to frequently be supervised if such weakness areas are to

be rectified.These findings implied that supervision was emphasized among head teachers in

Universal Primary Education (UPE) schools in Semuto Sub-county in Nakaseke District.

xcvi
The fourteenth head teacher reported that;

“my teachers are weak when it comes to assessment and preparation of lesson plans,

unless you forced them, they do not want to assess learners” (Head teacher 14:

Monday 17th /June /2024).

Such attitude has a negative knot on the academic performance of learners because if a

teacher does not like assessing learners, they cannot be able to identify their own weaknesses

before identifying those weak learners.

Another head teacher revealed that:

“sometimes teachers don’t check learner’s books, neither make lesson plans to guide their

lesson delivery, they don’t give learners homework, they have no learners record of

assessments” (Head teacher 15: Wednesday 19th /June/2024).

So when all this is combined, one wonders how learners under such hands can perform well

in their academics.

During interviews with majority of head teachers on how they could unrate and rate their

teachers depending on their daily duties at school, they eventually revealed that;

“teachers are actually poor at: (i) time management. (ii) Continuous assessment of children,

(iii) Remedial teaching, (iv) poor at co-curricular activities, (v) lesson planning and

good at (i) preparing schemes of work, (ii) Marking exams and class activities and

(iii) actual teaching.

As per the above analysis, it was established that teachers were so weak in areas of

assessment and evaluation of learners. Almost all the key informants raised similar concern

as regards teachers’ performance and assessment and evaluation of learners. This implies that

if teachers are weak via assessment, they cannot identify the weaknesses of children because

how would a teacher help a child whose weakness and strength is not known. This has a
xcvii
definite negative impact on the academic performance of a child. So if head teachers are to

improve the performance of teachers in their respective schools, emphasis should strongly be

put on assessment and evaluation. They should always ensure that children are frequently

assessed; their books are marked on a regular basis and homework given at least daily.

Findings in regard to the researcher’s occasional visits by the help of my observation

checklist regarding teacher’s preparation of pedagogical documents in the sampled fifteen

(15) Universal Primary Education (UPE) schools in Semuto Sub- County in Nakaseke

District, observed the following findings: -

The learning aids observed, bear stampings of many years back and actually dirty.

This implied that current learning aids were not in place and in addition, learning

aids seen could not correspond with the current schemed and prepared work of the

terms.

When it comes to the scheming of the work, scheming is actually done but it is not

current. This implied that the schemes are done but used for almost four years without

redoing another one. This was evidenced with some having stampings of 2019 with

the signature of a head teacher who was not on station during the data collection. On

addition, teachers rarely carry teaching tools to class, instead they were only

normally seen carrying pieces of chalk in their hands with text books when going to

class.

Observations further showed that teaching is not student centred, this is because it

was observed that teachers are the only ones talking in class and learners were just

observed quiet and heard responding “yes” when the teachers could ask “have you

understood?”. This implied that students are not given opportunity to ask questions

xcviii
and also have their own contributions in class during the teaching process. On

another note, it was observed that majority of teachers give trial exercise for learners

to do in subjects like mathematics and English but rarely given in Science and Social

studies subjects but on the sad note, marking those exercises is not satisfactorily

because some learners’ books were observed not marked and with no corrections

made for those marked but failed some numbers or questions. I also observed that

very few teachers assign homeworks to learners. Feedbacks after marking is observed

with comments like “very poor for those who have failed many questions, good and

very good for those who have passed several assigned questions.

In regard to the oral interview guide responses from the head teachers, it confirmed

their various statements and assertions which majority showed that they do not

supervise their teachers but leave their work to their deputies and director of studies

who also do not know how to carryout effective supervision. This was because

available observed schemes of work, lesson notes, lesson plans, learning aids and

guides do not correspond to each other. This implied that strict supervision is not in

place in several Universal Primary Education (UPE) schools in Semuto sub-county in

Nakaseke District.

xcix
 CHAPTER FIVE

DISCUSSIONS, CONCLUSIONS AND RECOMMENDATIONS

5.0Introduction

This chapter presents the discussions, conclusions and recommendations of the study in

regard to the impact of head teachers’ supervision tendencies on teachers’ performance in

Universal Primary Education (UPE) schools in Semuto sub-county, Nakaseke District in

Uganda. The discussions, conclusions and recommendations in this study are directly drawn

from the data being collected and investigated to be true and reliable. In the same vein, areas

of further and future researches have been suggested to guide other researchers on the related

topics.

5.1Discussion of findings

5.1.1Relationship between head teachers’ supervision and teachers’ preparation of

pedagogical documents.
The quantitative result on relationship between head teachers’ supervision and teachers’

preparation of pedagogical document showed a strong positive significant relationship

between head teachers’ supervision and teachers’ preparation of pedagogical documents (r=0.

791**, p<0.01). This implies that head teachers’ supervision and teachers’ preparation of

pedagogical documents have a statistically significant relationship and therefore head

teachers’ supervise their teachers to a larger extent on regular basis, leading to better

teachers’ performance in schools of Universal Primary Education (UPE) in Semuto

Subcounty in Nakaseke District-Uganda. However, a small percentage of schools have their

head teachers reluctant when it comes to supervision of their teachers or left their

responsibilities to their deputies and directors of studies. According to Ameir, (2013) in his

research found a lot of reluctance in supervision in the schools with the head teachers towards

their teachers (Ameir, (2013). He found that the exercise of supervision was poorly adhered

to by head teachers leading to poor performance by teachers in schools.

c
Again according to Ameir, (2013) in his research found that quality of preparation in schools

is very poor due to poor supervision tendencies by head teachers (Ameir, (2013). It was found

that the teachers are too reluctant in pedagogical document preparation due to supervision

reluctance. He revealed that there are very few schools where teachers are guided on lesson

preparation and presentation through guided supervision. According to Musiime, (2010) also

found that lesson preparation significantly influenced performance of students in their

subjects being taught by their teachers (Musiime, (2010). In simple terms, the performance of

teachers was significantly below average and this scenario led to poor performance of

students in their assessment tests.

Qualitatively, contradicting results were found indicating that head teachers’ supervision of

lesson plans, schemes of work, content delivery and instructional materials were very

important in lesson and content delivery. For instance, when head teachers track lesson plans,

this can influence teachers to make lesson plans with clearly assigned activities and tasks.

This could in turn assist the learners to engage in learning activities productively, thus

achieving the desired learning objectives and outcomes. This assertion is in line with the

Ugandan Education Act (2008) which stipulates that teachers are responsible for the teaching

and learning process in and outside the classroom. Teachers are therefore expected to prepare

lesson plans and schemes of work so as to improve the quality of education by making all the

necessary preparation that will make learning interesting, attainable, understandable and easy

to specific category of pupils.

However, according to Musiime, (2010) asserted that lesson planning on the side of

professional teachers was unsatisfactory (Musiime, (2010). Instead, there was no single

appropriate and detailed lesson plan seen with any professional teacher except some briefly

outlined points on a piece of paper to guide lesson development. The lesson plans which the

ci
 teachers did while they were still student teachers were made history after qualifying

professionally from their colleges. Therefore, there was a significant impact of lesson

planning towards academic performance of both learners and teachers.

5.1.2 Relationship between head teachers’ supervision and teachers’ classroom instruction
and management.
The quantitative result indicated a high positive significant relationship between head

teachers’ supervision and teachers’ classroom instruction and management (r=0. 778**,p<0.01).

This significantly implied that head teachers’ supervision and teachers’ classroom instruction

and management have a statistically significant relationship and therefore when head teachers

carry out supervision during teaching, teachers’ performance improves and vise vasa.

Therefore, when teachers are frequently supervised by their head teachers, it would give a

clear direction, and instill hard work and commitment among teachers which would

ultimately lead to goal achievements and outcomes, thus improved performance among

teachers.

As asserted by Hill, (2000), Supervision helps teachers as well as those who are

professionally capable to have an opportunity to become reflective, critical and creative

thinkers and thus become effective in teaching (Hill, (2000). According to Marshall, (2008),

he argues that it is important for head teachers to get into the class room and observe what

teachers do on regular basis or occasionally (Marshall, (2008). He added that evaluating the

teaching and learning process helps in identifying the loopholes in teaching and hence

improves the lesson presentation and conceptualization.

Again according to Nherera, (2009) commented that classroom supervision promotes

mentoring and coaching for effective management of the teaching and learning process

(Nherera, (2009). Therefore, teachers’ classroom instruction should be supervised and

supported through lesson supervision to enhance quality education in primary schools. As

cii
 stressed by Dash, (2000), effective supervision must have a purpose to ensure that quality

teaching and learning is equitably provided to learners and to facilitate the professional

growth as well as effective performance of teachers. This is why effective classroom

instruction by teachers should be supported through lesson supervision by head teachers to

enhance quality education.

5.1.3 Relationship between head teachers’ supervision and teachers’ assessment and
evaluation of learners.
The quantitative result showed a strong positive significant relationship between head

teachers’ supervision and teachers’ assessment and evaluation of learners (r=0. 757 **,

p<0.01). This implies that head teachers’ supervision and teachers’ assessment and evaluation

of learners have a statistically significant relationship and therefore when head teachers’ carry

out supervision during assessment and evaluation, teachers’ performance improves and vise

vasa.

Qualitatively, it was found that were head teachers don’t carry out supervision their teachers

are weak when it comes to assessment and evaluation of learners. This shows that teachers

need to be frequently supervised if such weak areas are to rectified and improved.

Results of this nature shows that supervisory roles should be encouraged in Universal

Primary Education (UPE) schools in Semuto Sub-county, Nakaseke District as a measure to

improve teachers’ performance. This view was supported by Mohanty (2001), that head

teachers of primary schools are the superior officers of the teachers who should give them the

sense of direction in performing their daily academic duties. In the same vein, according to

Lukwago, (2000), he asserted that head teacher occupies a central position in the school

system because he takes decisions on work, finances, admission and stake holders

collaboration (Lukwago, (2000). Teachers’ performance, therefore, can be influenced by the

way head teachers guide them in their daily workload and other activities.

ciii
5.2 Conclusions
The purpose of this study was to determine the influence of head teachers’ supervision on

teachers’ performance in universal primary education schools in Semuto Sub-county in

Nakaseke District in Uganda. Therefore, the conclusions were derived from the three

objectives as indicated below:-

When the head teachers’ supervision increases, it increases teachers’ commitment in making

the schemes of work, lesson plans, lesson notes and preparation of learning aids in time and

appropriately.

When head teachers become effective supervisors in deployed schools to see that all the

available necessary instructional materials are fully utilized by teachers, it encourages proper

resource allocation, effective learning and proper accountability.

Teachers in Universal Primary Education (UPE) who are effectively supervised by their head

teachers are more likely to assess and evaluate their learners and themselves in time than their

counterparts who are not effectively supervised by their head teachers in question.

5.2 Recommendations.

In regard to the findings and conclusions drawn, the following recommendations were made

to education stake holders in districts of Uganda and other states which do embrace quality

education for all:

First of all, the study recommended that Ministry of Education and Sports (MoES) should in

conjunction with District Education Officers (DEOs), District Inspector of Schools (DIS)

encourage head teachers to implement the effective use of pedagogical documents like lesson

plans and schemes of work with clearly assigned activities and tasks as a way of assisting the

learners to engage in the learning activities productively. This could contribute to learners’

civ
involvement in the activities of the lesson so that the desired learning outcomes are achieved.

To the school administrators or rather head teachers; it is recommended that they do not shy

away from supervising teachers’ schemes of work and lesson plans. This should be

emphasized during appraisal sessions to help improve teacher effectiveness and hence student

learning. There is need to ensure that teachers are always supervised on a daily basis so as to

instill commitment and hard work which would in turn lead to improved teachers’

performance in Universal Primary Education (UPE) schools.

Secondly, the study recommended that Ministry of Education and Sports (MoES) should in

conjunction with District Education Officers (DEOs), District Inspector of Schools (DIS)

encourage head teachers to implement the effective use of instructional materials during

lessons preparation and delivery to simplify content and brings distant events into classroom

situations for easy understanding. Therefore, they should always create attractive and

functional classrooms with necessary equipment and materials since unattractive and

dysfunctional classrooms are detrimental to teacher effectiveness and student learning. It is

also important to note that it is the teacher’s task to always improvise on the instructional

materials needed for the teaching process even if funds for the purchase of readymade

materials are not available.

Thirdly, the study recommended that Ministry of Education and Sports (MoES) should in

conjunction with District Education Officers (DEOs), District Inspector of Schools (DIS)

encourage head teachers to implement the effective assessing and evaluating of learners,

which should be a daily routine, and it is the head teachers who should ensure that teachers

do this. Remedial lessons, exercises and home work should be given to learners frequently for

purposes of assessing learners and identifying their weaknesses and strengths.

cv
5.3 Suggested Areas for Further Research.

It is always very crucial and important to take note that the findings in this present study are

not entirely for all the Universal Primary Education (UPE) schools in Nakaseke District but

limited to Semuto Sub-county because of various study hindrances. The findings

generalized in this current study should be seen as a stepping stone for future research rather

than seeing it as conclusive final answers to the topic. Firstly, there is need to examine the

relationship between head teachers’ supervision and teachers’ Performance using different

research designs, samples and different settings before a definite conclusion can be made as

there were some limitations in this study.

Secondly, it would be important for future researchers to also compare head teachers’

supervision and quality of teaching in Universal Primary Education Schools based on both

rural and urban setting.

Thirdly, it would be also necessary for future researchers to also compare head teachers’

supervision and teachers’ performance in Universal Secondary (USE) Schools in the same

region to come up with an investigation report on secondary schools too.

Fourthly, the researcher would like to suggest that supplementary investigations could be

done using longitudinal studies. This can help to reveal the causal relationship between head

teachers’ supervision and teachers’ performance. Thus researchers could also examine

whether the influence of head teachers’ supervision is so paramount or not in causing either

poor or better teachers’ performance.

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 APPENDICES

APPENDIX I: QUESTIONNAIRE
RESEARCH TOPIC: HEADTEACHERS’ SUPERVISION AND TEACHERS’
PERFORMANCE IN UNIVERSAL PRIMARY EDUCATION SCHOOLS.
“A CASE STUDY OF SEMUTO SUB COUNTY IN NAKASEKE
DISTRICTUGANDA”
Date: ____/____/______
Name of the school/Administrative unit:
________________________________position/title: ________________

Dear Respondent,

I am MAINA RICHARD carrying out a research meant to establish the influence of

head teachers’ supervision on teachers’ performance in Universal Primary Education
schools in Semuto Sub-county in Nakaseke District in Uganda. This research is being
undertaken as a partial fulfillment for the requirement of the award of a Master’s
Degree in Educational Management and Planning of Nkumba University. Please feel
free to provide the information required as honestly as possible. This information will
not be used for any other reason except for this academic purpose only.
Thank you for your co-operation dear respondent.
The following are the key assessment standard rates/levels assigned for data collections:-
Strongly agree (4). This indicates that the practice in question is exceedingly best.
Agree (3). This indicates that the practice in question is exceedingly good.
Disagree (2). This indicates that the practice in question is not there.
Strongly disagree (1). This indicates that the practice in question is not at all.
Tick . This indicates that the specification in question is true.

PAR QUESTION RESPONSE (TICK WHERE YOU

T A. FALL)
A.1 DEMOGRAPHIC INFORMATION
A.1.1 AGE.
20 years-29 years
30 years-39 years
40 years-49 years
50years-59 years
A.1.2 GENDER
Male
Female
A.1.3 HIGHEST QUALIFICATIONS
Grade III certificate

cxv
 Diploma
Degree
A.1.4 WORKING EXPERIENCE
0-9 years
10-19 years
20-29 years
30 years above
PART Head teachers’ supervision SA (4) A (3) D (2) SD (1)
B.
B.1. Proper problem solving guides a headteacher to
supervise his/her teachers’ teaching process.
B.2. Proper decision-making helps headteachers to
allocate and supervise his/her teachers’
instructional materials.
B.3. Proper data analysis enables head teachers to
supervise his/her teachers’ syllabus coverage.
B.4. Frequent classroom observation enables head
teachers to draw proper judgment over his/her
teachers’ mastery of subject content.
B.5. Coaching of teachers helps the head teachers to
carryout lesson tracking appropriately.
B.6. Professionalizing teachers enables head teachers
in acquiring qualified and competent teachers.
B.7. Continuous assessment of teachers’ work helps in
testing the teachers’ competencies.
B.8. Continuous curriculum monitoring by the head
teacher helps him/her to identify gaps in it.
B.9. Proper communication with staff and stake
holders guides head teachers to identify tastes and
preferences of both staff and stakeholders.
B.10. Frequent engagement with staff and stake holder
enables head teachers to identify grievances,
challenges and achievement made within the
institution.
RESPONSE (TICK WHERE
PART RESEARCH OBJECTIVE ONE APPLICABLE)
C.
C.1 Teachers’ preparation of pedagogical SA (4) A (3) D (2) SD(1)
documents.
C.1.1 Teacher prepares the learning aids before teaching
every lesson.
C.1.2 Teachers’ schemes of work covers all the
teachable units for each term as reflected on the
teaching syllabus.
C.1.3 Teacher carries all the class tools to class
cxvi
 whenever he/she goes to teach.
C.1.4 Teacher uses learner centered approaches to teach.
C.1.5 Teacher gives exercise and homework after every
lesson.
C.1.6 Teacher marks pupils exercise daily and give
constructive feedback.
C.1.7 Head teacher ensures schemes of work and lesson
plans are related to syllabus content.
C.1.8 Head teacher tracks teachers’ lesson plans and give
constructive feedback.
C.1.9 Headteacher ensures enough content is taught so as
to cover the syllabus in time.
C.1.1 0 Head teacher ensures required learning aids are
provided.
C.1.1 1 Head teacher ensures all the teachable units
for every class and term are schemed as a
way of monitoring syllabus coverage.
C.1.1 2 Head teacher ensures guides are available during
lesson preparation.
RESEARCH OBJECTIVE TWO RESPONSE (TICK WHERE
APPLICABLE)
C.2 Teachers’ classroom instruction and SA (4) A (3) D (2) SD (1)
management
C.2.1 Head teacher ensures lesson objectives are specific,
measurable, achievable, and realistic and time
bound (SMART).
C.2.2 Head teacher ensures lessons contain learner
centered activities.
C.2.3 Head teacher supervises teachers
frequently/occasionally.
C.2.4 Head teacher ensures instructional materials are
used.
RESPONSE (TICK WHERE
RESEARCH OBJECTIVE THREE APPLICABLE)
C.3 Teachers’ assessment and evaluation of SA (4) A (3) D (2) SD (1)
learners.
C.3.1 Head teacher ensures lesson exercise and home
work are given to learners.
C.3.2 Head teacher ensures pupils` exercise books are
marked with constructive feedback.
C.3.3 Head teacher ensures teachers use various methods
of learner assessment
C.3.4 Head teacher ensures teachers provide remedial
lessons as a follow up of every assessment.

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APPENDIX II: INTERVIEW GUIDE FOR HEAD TEACHERS.

RESEARCH TOPIC: HEADTEACHERS’ SUPERVISION AND TEACHERS’

PERFORMANCE IN UNIVERSAL PRIMARY EDUCATION SCHOOLS.

“A CASE STUDY OF SEMUTO SUB COUNTY IN NAKASEKE DISTRICT-

UGANDA”

Date: ____/____/______

Name of the school/Administrative unit: _____________________________position/title:

________________ Introduction.

Greetings.

❖ Greetings (in accordance to time of the day), introduce myself (my name, where I

study from/course/university and where I work from).

❖ Explain to the informant that I am on the research/project which will aid me come up

with a complete true information about the head teachers’ supervision and teachers’

performance in Universal Primary Education schools in Semuto sub-county in

Nakaseke District in the partial fulfillment of a Masters’ Degree in Education

Management and Planning of Nkumba University.

❖ For this research/project, I would like to request for you time and ask you some few

questions if not inconvenienced please. I would have loved if you would be free and

honest when telling me the answers to the questions please. This will help me to have

valid data for compiling the final report.

Confidentiality.

cxviii
 ❖ All the information noted/heard during this interview will be handled/kept safe and

secret.

Study identifier.

❖ I will not use your name or any other identifying information any everything that you

say will only be used for research purpose.

INTERVIEW GUIDE FOR HEAD TEACHERS

What is your name? What is your position/role in this school? Hope all goes well for you here
at school.

Let us go straight to our specifications of the day:- Part

1: Demographic information.

How old are you? ___. What is your gender? ___. What is your highest academic

qualification? ________________. How long have you been in this teaching/administrative

position? ______.

Guiding Questions:

1. As a head teacher, do you supervise your teachers on preparing pedagogical documents?

To what extent is it done?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

_________________

2. As a head teacher, do you supervise your teachers on classroom teaching and

management? To what extent is it done?

___________________________________________________________________________
cxix
___________________________________________________________________________

___________________________________________________________________________

__________________

3. As a head teacher, do you supervise your teachers on assessment and evaluation of

learners? To what extent is it done?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

__________________

Other business:

Could you please share with me how is your experience in supervision role means to you. How

have you find it simpler? How can you rate or unrate your teachers? How do these teachers of

yours react upon supervision tendencies carried by you?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

__________________

Thanks for participating and can I contact you again if I have any further questions or need

further clarifications?

cxx
APPENDIX III: OBSERVATION CHECKLIST.
RESEARCH TOPIC: HEADTEACHERS’ SUPERVISION AND TEACHERS’

PERFORMANCE IN UNIVERSAL PRIMARY EDUCATION SCHOOLS.

“A CASE STUDY OF SEMUTO SUB COUNTY IN NAKASEKE DISTRICT-

UGANDA”

Date: ____/____/______

Name of the school/Administrative unit:

________________________________position/title: ________________

The observation checklist will only focus on the head teachers’ supervision and teachers’
preparation of pedagogical documents in the selected Universal Primary Education schools
within Semuto sub-county in Nakaseke District.

OBSERVATION AREAS COMMENTS PER VISIT

Head teachers’ supervision and teachers’ preparation FIRST SECOND THIRD

of pedagogical documents. VISIT VISIT VISIT

1. Do teachers prepare the learning aids before teaching

every lesson.

2. Do teachers’ schemes of work covers all the teachable

units for each term as reflected on the teaching
syllabus.
3. Do teachers carry all the class tools to class whenever
he/she goes to teach.

4. Do teachers use learner centered approaches to teach.

5. Do teachers give exercise and homework after every

lesson.
6. Do teachers mark pupils exercise daily
and give constructive feedback.

7. Do head teachers ensure schemes of work and lesson

plans are related to syllabus content.

8. Do head teachers track teachers’ lesson plans and give

constructive feedback.

cxxi
9. Do headteachers ensure enough content is taught so as
to cover the syllabus in time.

10. Do head teachers ensure required learning aids are

provided.

11. Do head teachers ensure all the teachable units for

every class and term are schemed as a way of
monitoring syllabus coverage.

12. Do head teachers ensure guides are available during

lesson preparation.
“Developed by the researcher 2024”

cxxii