Supervision practices and teacher effectiveness in government-aided secondary schools in Kiryandongo district, Uganda
| dc.contributor.author | Onega, Albert | |
| dc.date.accessioned | 2025-04-01T20:08:19Z | |
| dc.date.available | 2025-04-01T20:08:19Z | |
| dc.date.issued | 2025-02-12 | |
| dc.description | A dissertation submitted to the Faculty of Education in partial fulfilment of the requirements for the award of a Master's Degree in Educational Planning and Management of Muni University. | |
| dc.description.abstract | This study sought to establish how supervision practices affected teacher effectiveness in Government-aided secondary schools in Kiryandongo District. The objectives of the study were to examine the effect of instructional supervision practices, mentoring practices and psychosocial support practices on teacher effectiveness in Government-aided secondary schools in Kiryandongo District. Both descriptive designs (cross-sectional studies and surveys) and mixed methods design (convergent parallel design) were used. Both quantitative and qualitative approaches were adopted with a sample of 144 respondents. Simple random sampling technique was used to select amongst the Teachers, while purposive sampling was used to select the Headteachers, Deputy Headteachers and Class Captains. Quantitative data analysis consisted of descriptive statistics (frequencies, percentages, means and standard deviations) and inferential statistics (Pearson correlation) while qualitative analysis used thematic approach. Findings revealed a significantly moderate positive correlation (r = 0.592) between instructional supervision practices and teacher effectiveness; a significantly moderate positive correlation (r = 0.524) between mentoring practices and teacher effectiveness; a significantly moderate positive correlation (r = 0.532) between psychosocial support practices and teacher effectiveness. Thus, it was concluded that supervision practices significantly affected teacher effectiveness in Government-aided secondary schools in Kiryandongo District. It is recommended that Ministry of Education and Sports through its different stakeholders should focus on instructional supervision practices, mentoring practices and psychosocial support practices to improve teacher effectiveness in Government-aided secondary schools. | |
| dc.identifier.citation | Onega A. (2025). Supervision practices and teacher effectiveness in government-aided secondary schools in Kiryandongo district, Uganda (unpublished graduate dissertation). Muni University, Arua, Uganda. | |
| dc.identifier.uri | https://dir.muni.ac.ug/handle/20.500.12260/740 | |
| dc.language.iso | en | |
| dc.publisher | Muni University | |
| dc.subject | School supervision | |
| dc.subject | Teacher effectiveness | |
| dc.subject | Government aided schools | |
| dc.subject | Kiryandongo | |
| dc.subject | Uganda | |
| dc.title | Supervision practices and teacher effectiveness in government-aided secondary schools in Kiryandongo district, Uganda | |
| dc.type | Thesis |