Mara, Polycarp2026-07-142026-07-142025-10Mara, P. (2025). Instructional supervision and teacher competence in secondary schools in greater Arua, Uganda.Kyambogo University(Unpublished work)https://hdl.handle.net/20.500.12504/2995xvii, 333 p.In response to ongoing concerns about the quality of teaching in secondary schools, this study examined the relationship between instructional supervision and teacher competence in secondary schools in Greater Arua, Uganda. The research was motivated by the pressing need to strengthen teacher competence in order to improve education outcomes. Specifically, the study examined how different supervisory approaches: directive, collaborative, and non-directive, influence teachers' competence. Adopting a pragmatist paradigm, the study employed a concurrent parallel mixed-methods design, combining both quantitative and qualitative techniques. Data were collected from a total of 261 participants, including 241 teachers, 10 deputy head teachers, and 10 head teachers, through surveys, interviews, and classroom observations. A combination of simple random and purposive sampling was used to select participants. Descriptive and inferential statistical methods, along with thematic analysis, guided data analysis. Results indicated that directive supervision was the most frequently practiced, followed by non-directive and then collaborative approaches. Teachers were generally strong in leadership and continuous professional learning, but showed weaknesses in assessment and technological competence. The findings revealed a statistically significant positive relationship between teacher competence and all three supervisory approaches: directive (r = 0.144**, p = 0.026), collaborative (r = 0.145*, p = 0.024), and non-directive (r = 0.161*, p = 0.012). Based on these findings, the study concluded that instructional supervision plays a key role in enhancing teacher competence. It recommends that the Ministry of Education and Sports strengthen school-based supervision by investing in targeted capacity-building programs, including training workshops and seminars. School leadership is also encouraged to prioritise regular professional development focused on improving teachers' technological and assessment skills, which were found to be lacking.enSchool supervisionTeachersTraining ofTeacher effectivenessHigh school teachersUgandaThesis