Instructional Supervision and Teacher Performance in Selected Primary Schools in Butaleja District

ABSTRACT 

The study examined the relationship between instructional inspection and teacher performance in Butaleja Sub County in Butaleja district. Three major objectives were pursued and they included; establishing the level of instructional supervision in selected primary schools in Butaleja district, establish the level of teacher performance in selected primary schools in Butaleja district and establishing the relationship between instructional supervision and teacher performance in selected primary schools in Butaleja district. The study used a cross-sectional study design using both quantitative and qualitative approaches on a population of 105 subjects selected from 12 primary schools and district education officials. Self administered structured questionnaires, interview schedules and documentary checklist were designed and administered to obtain the required information. Quantitative data was presented using frequencies and percentages, Pearson’s correlation coefficient and regression analysis. The study found a generally low level of instructional supervision less for the primary teachers sometimes assuming responsibility for their own instructional improvement through non-directive supervision and undergoing peer coaching with two or more professional colleagues aimed at improving their instructional capabilities. There was a noticeable poor performance less for the teachers submitting their reports. Instructional supervision had a significant relationship with teacher performance (r=0.977 and p = 0.000) and it predicted 20.7% of the variance in teacher performance. The study recommended that to achieve the desired teacher performance in poorly PLE performing rural districts of Uganda, the government of Uganda through the MOES, district local government councils related to education service delivery, teachers, school management committees, education NGOs and other stakeholder should ensure that instructional supervision is enhanced and enforced by supervisors engaging teachers to set attributes for classroom presentation observations for improved performance; observing teachers while they taught to assess their performance; giving teacher opportunity to get feedback from their supervisors on their instruction competencies and areas of improvement.

TABLE OF CONTENTS

Preliminary Pages

Declaration A

Declaration B ii

Approval Sheet iii

Dedication iv

Acknowledgement v

Abstract vi

Table of Content vii

List of Tables x

Chapter Page

One THE PROBLEM AND ITS SCOPE

Background of the Study 1

Statement of the Problem 3

Purpose of the Study 3

Research Objectives 3

Research Questions 4

Hypothesis 5

Scope 5

Significance of the Study 5

Operational Definitions of Key Terms 6

Two REVIEW OF RELATED LITERATURE 7

Concepts, Ideas, Opinions From Authors/Experts 7

Theoretical Perspectives 11

Related Studies 12

Three METHODOLOGY 16

Research Design 16

Research Population 16

Sample Size ‘16

Sampling Procedure 16

Research Instrument 17

Validity and Reliability of the Instrument 17

Data Gatheiing Procedures 18

Data Analysis 18

Ethical Considerations 19

Limitations of the Study 20

Four PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA 21

Demographic characteristics of Respondents 21

Level of Instructural supervision in selected primary Schools in Butelaleja 23

Level of teacher Performance in selected primary Schools in Butelaleja 24

Relationship between Level of Instructional supervision and Level of teacher Performance 25

Five FINDINGS, CONCLUSIONS, RECOMMENDATIONS 27

Findings 27

Conclusions 28

Recommendations 28

References 30

Appendices 34

Appendix I - Transmittal Letter 34

Appendix II - Clearance from Ethics Committee 35

Appendix III - Informed Consent 36

Appendix IV A — Research Instruments 38

Appendix IV B - Teachers Performance 39

Appendix v -

Appendix VI - Proposed Budget 40

Appendix VII —Time Frame 41

Researcher’s Curriculum Vitae 42