Instructional supervision and teacher performance in selected secondary schools in Mukono south constituency

Abstract

This study examined the effect of instructional supervision (scientific, artistic and collaborative) on the performance of teachers in secondary schools in Mukono South Constituency. The study was guided by the following objectives; To establish the effect of scientific supervision on the performance of teachers in secondary schools in Mukono South Constituency, to analyse the effect of artistic supervision on the performance of teachers in secondary schools in Mukono South Constituency, to examine the effect of collaborative supervision on the performance of teachers in secondary schools in Mukono South Constituency. Both quantitative and qualitative research approaches were employed. The study employed a cross-sectional, correlational and survey designs in quantitative approach. Quantitative data was analysed at four levels; descriptive analysis, comparative analysis, correlation analysis and regression analysis. Qualitative data was analysed using interview responses, content analysis. The sample size consisted of 129 respondents made up of 6 Head teachers and 123 teachers. The findings revealed there was a significant relationship between scientific supervision and artistic supervision on teacher performance while there was no significant relationship between collaborative supervision on teacher performance. It was advised. Lesson planning and lesson presentation supervision require additional time and money from school administrators because they have been proven to have a greater impact on teachers' performance in Mukono secondary schools. Head teachers of schools must demand that teachers actively involve pupils in their delivery of instruction. Regular in-service training on multiple delivery methods for teachers must be organised by school administrators like lesson plan preparation that can be beneficial to their students.