Support Supervision and Teachers’ Performance in Government-Aided Secondary Schools within Kampala Central Division, Uganda

Abstract

The importance of support supervision has grown, playing a crucial role in improving teachers' pedagogical skills to carry out their responsibilities effectively. This process includes observing classroom activities, teacher evaluation as well as engaging in professional development activities for teachers. The research therefore, investigated the impact of support supervision on teachers’ performance in government- supported high schools within Kampala Central Division, Uganda. The study specifically aimed to; i) examine the influence of classroom observation on teachers’ performance, ii) analyze the effect of professional development on teachers’ performance, and iii) explore the impact of teachers’ evaluation on teachers’ performance in government-aided secondary schools in Kampala Central Division in Uganda. The research employed a survey using a cross-sectional design combined with a mixed methods approach. The study considered a sample size of 43 respondents constituting of teachers and administrators who were selected using simple random sampling and purposive sampling respectively. The study revealed that classroom observation has a moderately positive and statistically noteworthy effect on teachers’ performance within government-supported secondary schools in Kampala Central Division, Uganda. Additionally, this study also indicated that professional development has a strong relevant and statistically valuable effect on teachers’ performance within government-aided secondary schools within Kampala Central Division in Uganda. It further demonstrated that teachers’ evaluation has a moderately positive and statistically significant impact on teachers’ academic performance within government-supported secondary schools of Kampala Central Division, Uganda. The study concluded that support supervision in terms of classroom observation, professional development, and teachers’ evaluation has a serious influence regarding teachers’ performance in government-aided high schools of Kampala Central Division in that an improvement in classroom observation, professional development, and teachers’ evaluation would resultantly lead to an improvement in teachers’ performance in government- supported secondary schools of Kampala Central Division, Uganda. This research recommends that the government and school administrators should conduct regular professional development workshops as well as regularly monitor, supervise, and evaluate teachers’ actions and activities as this would enhance teachers’ knowledge and skills as well as enhance guidance which might influence an improvement in teachers’ performance within government-aided secondary schools within Kampala Central Division in Uganda.