Omara, PolycarpNaluwemba, FrancesSsetumba, John Bosco2024-07-232024-07-232023-07-18Omara, P., Naluwemba, F. & Ssetumba, J. B. (2024). Application of developmental supervision model in secondary schools in greater Arua, Uganda. International Journal of Education and Social Science Research, 7(4):12-37. https://doi.org/10.37500/IJESSR.2024.74022581-5148https://dir.muni.ac.ug/handle/20.500.12260/680The quality of any education system largely depends on the level of teacher competence and teacher competence enhancement depends on the support systems provided by the school-based supervisors. However, literature show that not all teachers especially in developing countries like Uganda demonstrate high level of competence. The study was conducted to examine the application of the different dimensions of developmental supervision in secondary schools in Arua, Uganda. The study employed a concurrent mixed method design. Simple random and purposive sampling techniques were employed. Data were collected from 270 teachers using self-administered questionnaires while 20 head teachers and 20 directors of studies participated in semi-structured interviews. Thematic analysis techniques were used to analyse qualitative data while descriptive statistics were used to analyse quantitative data. The findings revealed that school-based supervisors employed directive supervision, collaborative and non-directive supervision. However, directive supervision was commonly applied compared to collaborative and non-directive supervision. Head teachers preferred directive supervision to be applied to all categories of teachers. On the other hand, teachers preferred directive supervision to be applied to novice teachers while collaborative and non-directive supervision to be applied to experienced teachers. Binary logistic regression model revealed that there was no significant difference in application of supervisory approaches according to participants demographics. The study recommends training of school-based supervisors, harmonisation of policy on supervision and encourage head teachers to delegate supervisory roles to senior teachers and John Bosco SsetumbaenInstructional supervisionDirective supervisionCollaborative supervisionNon-directive supervisionTeacher competenceArticle