Status of support supervision and performance of primary school teachers in Uganda: a qualitative perspective
Okia, Henry Stanley
Naluwemba, Esther Frances
Kasule, George Wilson
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Support supervision is critical in the performance of primary school teachers and learners. For primary school teachers to effectively fulfill their tasks, they need professional development-oriented support supervision. This paper explored expert views from education administration in the four districts of Teso sub region of Soroti, Bukedea Serere and Amuria. Information was provided by 34 respondents who included, Head teachers (n = 20), CCTs (n = 6), DISs (n = 4) and DEOs (n = 4). Data was collected using key–informant interviews and open-ended questionnaires and analyzed using Pragmatic Content Analysis. The findings show that support is not done to improve the professional competence of teachers but just a duty to satisfy the MOES. Supervision was irregular and was less developmentally inclined. While teachers registered some improvement in some of their teaching roles, it was not quality enough to significantly affect learner performance. Teachers did not produce learners who can explore, manipulate, experiment, question, and search for answers by themselves. The results provide important lessons to improve the support supervision model being used in Uganda. Therefore, the experiential and professional development model should be infused into all primary schools done by Head teachers and heads of departments. Using this model will reduce inefficiencies in the current practices of support supervision that are largely based on theoretical orientations.