Authors :
Kazooba Atuhairwe Caroline
Volume/Issue :
Volume 8 - 2023, Issue 8 - August
Google Scholar :
https://bit.ly/3TmGbDi
Scribd :
https://tinyurl.com/592fjac5
DOI :
https://doi.org/10.5281/zenodo.8324830
Abstract :
According to this study, effective support supervision is crucial for the improvement of quality primary schooling in
Uganda. Quantitative and qualitative methods were used to assess primary and secondary data and analyse support
supervision as an effective activity focused on improvement in the quality of education. A minimum mean value of 1 and a
maximum average value of 4 were used to help interpret the data from the respondents and other relevant information
obtained from the documents reviewed. School supervision practices in primary schools was regarded extremely effective
at the mean ranging from 3.26 to 4.00. Additionally, the results shown in Table 4.5 from the respondents generally
regarded support supervision in primary schools as effective at the average mean value of 2.59, which corresponds to
effectiveness in the rating scale at a comparatively low standard deviation of 0.81.
According to ‘How we inspect’ document (MoES, 2012) support supervision is a critical aspect of management that
involves overseeing the work of teachers and providing mentorship support to ensure that they perform their tasks
effectively. However, issues of ineffectiveness in support supervision such as lack of support, inadequate feedback during
and after supervision of teaching hinder their ability to perform effectively.Teachers may feel uncertain of what is
expected of them and may not improve their performance if effective support is not given. Therefore the stakeholders who
are directly responsible for effective support supervision should collectively strive to provide clear guidance and feedback
on teaching performance when supervision is done. It is essential that clear guidelines for performance are established to
help teachers be aware of the criteria they are evaluated on. This will help the teachers to understand what they need to do
to improve and be able to focus their efforts towards improvement of quality education.
According to this study, effective support supervision is crucial for the improvement of quality primary schooling in
Uganda. Quantitative and qualitative methods were used to assess primary and secondary data and analyse support
supervision as an effective activity focused on improvement in the quality of education. A minimum mean value of 1 and a
maximum average value of 4 were used to help interpret the data from the respondents and other relevant information
obtained from the documents reviewed. School supervision practices in primary schools was regarded extremely effective
at the mean ranging from 3.26 to 4.00. Additionally, the results shown in Table 4.5 from the respondents generally
regarded support supervision in primary schools as effective at the average mean value of 2.59, which corresponds to
effectiveness in the rating scale at a comparatively low standard deviation of 0.81.
According to ‘How we inspect’ document (MoES, 2012) support supervision is a critical aspect of management that
involves overseeing the work of teachers and providing mentorship support to ensure that they perform their tasks
effectively. However, issues of ineffectiveness in support supervision such as lack of support, inadequate feedback during
and after supervision of teaching hinder their ability to perform effectively.Teachers may feel uncertain of what is
expected of them and may not improve their performance if effective support is not given. Therefore the stakeholders who
are directly responsible for effective support supervision should collectively strive to provide clear guidance and feedback
on teaching performance when supervision is done. It is essential that clear guidelines for performance are established to
help teachers be aware of the criteria they are evaluated on. This will help the teachers to understand what they need to do
to improve and be able to focus their efforts towards improvement of quality education.
