Support supervision and teachers' performance in universal secondary education schools in Gulu City.

Abstract

The study focused on the relationship between Support supervision and Teachers’ performance in Universal Secondary Education schools in Gulu City, Northern Uganda with a view of improving the performance of both teachers and supervisors. The objectives that guided the study were; to assess the effects of support for further studies on teachers’ performance to analyze the effects of feedback to teachers on their performance and to assess the effects of monitoring lesson attendance on teachers’ performance in USE schools in Gulu City. The study was carried out in 7 USE schools in Gulu City with a population of 155 teachers, 07 head teachers, 07 deputy headteachers and 07 members of the Board of Governors. All these were sampled using simple random and purposive sampling, using solvent’s formula n=N/(1+Ne2). The study used both quantitative and qualitative research paradigms employing the crosssectional survey research design, focus group discussions, key informant interview and using questionnaires for data collection. Teachers filled questionnaires and had focused group discussions on how they were supported, supervised and on their performance while headteachers, deputy headteachers and members of the Board of Governors were interviewed face to face. For the three research objectives, data collected was coded and analyzed using percentage distribution techniques with the help of statistical package for social scientists (SPSS) version 20. This study revealed a significant relationship between support for further studies and teachers’ performance in USE schools, that feedback had tremendous effects on teacher in their efforts to perform their duties well and monitoring of lesson attendance also had a big effect on teachers’ performance. The study also revealed that teachers’ performance level was demanding, support supervision was therefore so paramount. It was concluded that a significant positive relationship between supervisors and teachers predicts teacher’s performance. Findings further reveal that if teachers are encouraged, supported and their mistakes gently corrected and given feedback on their performance, tremendous improvement is likely to be realized in the manner in which teachers handle pedagogy.