Formative supervision of teaching in secondary schools in Kayunga district: Uganda

Abstract

A study on Formative Supervision of Teaching in Secondary Schools in Kayunga District,Uganda was undertaken in Nazigo Town S.S, Yale High School, Green Valley High and Ssuuka Islamic Education Centre all schools located in Nazigo Sub-county, Kayunga District, Central Uganda. The research study aimed at investigating the effectiveness of formative supervision of quality teaching a "people's centered approach" because it takes its principle data from the events of the classroom proceedings a vital prerequisite to attaining quality academic grades. The researcher employed both qualitative and quantitative research methods. The findings have been presented in narrative form and situations discussed and described. Quantitative design was used where the information (data) was easily quantified showing the magnitude of either improvement or decline using Means (M) and Standard Deviation (S.D.) The sample size of 44 respondents was considered for the study based on random selection. Data collection methods obtained information for the study through self-administered questionnaires and interviewing the selected respondents. Whereas, the findings revealed that both teachers and school heads possessed a moderate Knowledge and understanding of the purpose of conducting formative supervision, with the teacher achieving an overall average of (42.5%), the school heads obtained an average of (50%). On the other hand, the school heads were more knowledgeable of the purpose (50%) (N=2), than the teach~rs (30%) (N=12); of formative supervision to enhance the teaching and learning process Both in USE and Non-USE schools. The findings also exhibited that the school heads were more Aware (3.75; S.D = 0.82) than the teachers (2.78; S.D = .694) of the purpose of formative supervision. The school heads' responses revealed that they were convinced that the purpose of Conducting formative supervision was to ensure that formal curriculum is implemented in teaching And learning process, establish a teacher's knowledge, attitudes and skills so that it could help them make decisions on general teacher performance in order to enhance teacher development and student achievement. School heads were also convinced that supervision could help make decisions on merit, pay and promotion and in the long run motivate teachers. Further still, there is need to use viable data source to form judgments about teaching including measures of students' learning gains in teachers ' evaluation. Spending the time and other resources needed to recognize good teaching prompting short observation visits to write teachers' final supervision report. Additionally, attending to the sociology of teacher supervision by creating a professional learning at school. The researcher recommended that supervisors I school heads should undertake the following: Make sure the basics are in place these include among others; time scheduled for teacher-teams to meet on a weekly basis. Decide on the irreducible elements of good teaching by school heads and teachers communicating well about what is happening in classrooms. School heads should systematically visit all classrooms on a regularly basis for a reality check on how classroom activities are executed. School heads should give teachers prompt face-to-face feedback , preferably after every class visit. Teacher-teams need to develop common unit plans and assessments as the best way to ensure that teaching is done right the first time. Require teams to give teachers common interim assessment especially at end of year to give valuable insight into what students are learning and not learning. It is better for teachers to chair team meetings, ideally on a rotating basis, even if the school head has the time to ensure teacher ownership of this process is vital, they should have teams report on student learning after each unit or quarter. Also arranging for high-quality feedback on lessons for teachers. Create a professional learningculture in the school. There should be use of short observational visits to write teachers' final evaluation report. Include measures of student learning gains in teachers' evaluation reports. Finally, they should use a rubric to evaluate/supervise teach