Arineitwe, PhionaKasule, George WilsonMayengo, Nathaniel2024-12-092024-12-092024-12-05Arineitwe, P., Kasule, G. W. & Mayengo, N. (2024). Institutional Support and Teacher Competence in Government-Aided Secondary Schools in South Western Uganda. East African Journal of Education Studies, 7(4), 793-806. https://doi.org/10.37284/eajes.7.4.2487https://doi.org/10.37284/eajes.7.4.2487https://kyuspace.kyu.ac.ug/handle/20.500.12504/2181P. (1-14) ;This study examined the influence of institutional support on teacher competence. In particular, the study investigated whether the influence of induction, continuous professional development and rewards had a significant influence on teacher competence in government-aided secondary schools. This quantitative study used correlational research. Data were collected from a sample of 329 teachers from secondary schools in southwestern Uganda. Data were analysed using partial least squares structural equation modelling (PLS-SEM) with SmartPLS 4. The findings revealed that induction, continuous professional development, and rewards have a positive and significant influence on teacher competence. Based on the findings, it was concluded that induction, continuous professional development and rewards are important for teacher competence development. Therefore, it was recommended that The Ministry of Education and Sports, head teachers, and other stakeholders such as Boards of Governors should establish institutional support that facilitates the development of teacher competence through induction, continuous professional development, and rewards. The practical contribution of the study is that it identifies institutional factors that can help to promote teacher competence.enCompetenceContinuous Professional DevelopmentInductionInstitutional SupportRewardsArticle