Management of instructional supervision and teacher professional development in secondary schools in soroti district Uganda

Abstract

This study investigated the relationship between headteachers' management of instructional supervision and teacher professional development in government aided and private secondary schools in Soroti district. The sample consisted of 20 school administrators and 100 teachers from 10 randomly selected secondary schools in Soroti district. Data was collected using questionnaires and document analysis. A descriptive cross sectional survey research design was used and data was analyzed using frequencies and percentages. The findings from the study established that; headteachers had a low perception of their roles as instructional supervisors, headteachers did not adequately participate in the management of instructional supervision and that headteachers' participation in the management instructional supervision had little positive influence on the professional development of teachers in secondary schools in Soroti district. The following conclusions were made: headteachers level of participation in the management of instructional supervision did not contribute to effective teaching and learning, instructional supervision did not significantly enhance the professional development of teachers; headteachers had a low perception, experience and commitment to their instructional roles. Thus, MoESTS should create awareness on management of instructional supervision through training to enhance participation of headteachers in supervision, headteachers should be appointed basing on relevant training to enable them produce the desired effect on teachers and finally, MoESTS should create professional development opportunities for both school administrators and teachers so as to enhance efficiency in the management of instructional supervision, teaching and learning in secondary schools.