Browsing by Author "Natalia, Eyoru"

Now showing 1 - 1 of 1
  • No Thumbnail Available
    Item
    Support supervision and teacher effectiveness in government aided primary schools in Arua city
    (Muni University, 2025-10-24) Natalia, Eyoru
    This study investigated the relationship between support supervision and teacher effectiveness in government-aided primary schools in Arua City, Uganda. A descriptive cross-sectional survey design was employed, integrating both quantitative and qualitative methods to ensure methodological rigor and triangulation. The study used a mixed-methods approach, with quantitative data collected through structured questionnaires from 151 teachers, and qualitative data obtained through semi-structured interviews with headteachers. Simple random sampling was used for teachers, while purposive sampling was applied for headteachers and school administrators. Quantitative data were analyzed using descriptive statistics, Pearson correlation, and multiple regression analysis, while qualitative data were examined thematically. The findings revealed that support supervision, particularly the supervision of instructional documents and post observation conferences, had a statistically significant positive impact on teacher effectiveness. Specifically, supervision of instructional documents was the strongest predictor (B = 0.404, p < .001), followed by post-observation conferences (B = 0.358, p < .001). However, classroom observation did not significantly predict teacher effectiveness (B = 0.155, p = .159), suggesting the need to improve its implementation and follow-up. The study concludes that structured and supportive supervisory practices, especially those focused on Instructional documentation and post-observation feedback, enhance teacher effectiveness and potentially improve learner outcomes. It recommends that the Ministry of Education and Sports (MoES), along with district education offices, strengthen supervision protocols, institutionalize post observation feedback, and build the capacity of school leaders to implement effective supervision in line with national standards.