Browsing by Author "Dr. Basil Tibanyendera,"

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Impact of Head Teachers’ Supervision Practices on Teachers’ Job Performance in Private Secondary Schools :
(International Journal of Scientific Research and Engineering Development, 2025-09) Mwikirize Edson; Dr. Basil Tibanyendera,; Assoc Prof, Gershom Atukunda
This study examined the influence of headteachers’ supervision practices on teachers’ job performance in private secondary schools in Ibanda District, Southwestern Uganda. The investigation was guided by the objective of identifying common supervision practices applied by headteachers. The study was anchored on Douglas McGregor’s Theory X and Theory Y, which provided a theoretical basis for understanding teacher motivation and performance under different supervisory approaches. A descriptive survey design was adopted, employing both quantitative and qualitative approaches to capture a comprehensive picture. Data were collected through structured questionnaires administered to teachers and semi-structured interviews with headteachers and directors of studies. Teachers provided information on the types and frequency of supervision practices, while headteachers and directors of studies offered deeper insights into implementation strategies, challenges, and perceptions of supervision. Findings indicated that headteachers’ supervision practices significantly influence teachers’ job performance. Schools with structured, consistent, and supportive supervision frameworks reported higher levels of teacher effectiveness and improved student outcomes. Common supervision practices included classroom observations, lesson plan reviews, mentorship, provision of feedback, and in-service training. These practices not only enhanced teachers’ professional growth but also strengthened accountability. The study concluded that effective supervision by headteachers is central to improving teacher performance and sustaining quality education in private secondary schools. It is recommended that headteachers adopt and maintain structured supervision practices, including regular classroom observations, timely feedback, mentorship, and professional development initiatives, to continuously enhance teacher effectiveness and foster better student learning outcomes.
Teacher Classroom Management Practices and Students’ Discipline in Selected Government Aided Secondary Schools in Mbarara City
(East African Journal of Education Studies, 2025-08-04) Shillah Nyamate; Dr. Basil Tibanyendera,; Jean Tutegyereize
Background: Student discipline is a key determinant of academic success and overall school effectiveness. In government-aided secondary schools, teachers' classroom management practices significantly influence students’ behaviour and conduct. This study aimed to investigate the relationship between teachers’ classroom management practices and students’ discipline in selected government- aided secondary schools in Mbarara City, Uganda. The objectives of the study were to establish the relationship between classroom organization and students’ discipline in selected government aided secondary schools in Mbarara City; to establish the relationship between classroom instruction and students’ discipline in selected government aided secondary schools in Mbarara City; to establish the relationship between supportive feedback and students’ discipline in selected government aided secondary schools in Mbarara City; and to establish the moderating role of school environment and students’ home background on the relationship between teacher classroom management practices and students’ discipline in selected government aided secondary schools in Mbarara City. Methodology: The study employed a cross-sectional research design, targeting a sample of 421 participants, including 106 teachers, 05 head teachers, 25 school disciplinary committees and 285 students and other relevant education stakeholders. Data was gathered using structured questionnaires and interviews. Quantitative data were analysed using SPSS for correlation and regression statistics, while qualitative responses were analysed thematically. Results: The findings revealed a moderate positive and significant relationship between classroom organisation and students’ discipline (r = 0.537**, p < 0.01), and a strong positive relationship between classroom instruction and students’ discipline (r = 0.696**, p < 0.01). A weak but significant relationship was also observed between supportive feedback and students’ discipline (r = 0.378**, p < 0.01). Further regression analysis showed that the school environment and students’ home background had a statistically significant moderating effect (β = 0.201, p < 0.01) on the relationship between classroom management practices and student discipline. Conclusion: Effective classroom management—particularly classroom organisation and instruction—plays a critical role in enhancing student discipline in government-aided secondary schools. Recommendations: The study recommends that the Ministry of Education and other stakeholders in Mbarara City