Browsing by Author "Mwikirize Edson"

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Impact of Head teachers’ Supervision Practices on Teachers’ Job Performance in Private Secondary Schools :
(Bishop Stuart University, 2025) Mwikirize Edson
The study was conducted to examine the influence of head teachers’ supervision practices on teachers’ job performance in private secondary schools in Ibanda District, Southwestern Uganda. It was guided by three objectives: to identify the common supervision practices used by headteachers in private secondary schools in Ibanda District, to assess the level of teachers’ job performance in these schools, and to examine the relationship between headteachers’ supervision practices and teachers’ job performance. The study was anchored on Douglas McGregor's X and Y Theories, as proposed in 1957 (Lawter, Kopelman & Prottas, 2015), which provided a theoretical lens for understanding teacher motivation and performance under different supervisory approaches. A descriptive survey research design was adopted, employing both quantitative and qualitative methods to obtain a comprehensive understanding of the influence of head teachers’ supervision practices on teacher performance. Quantitative data were collected using structured questionnaires administered to teachers, capturing the types and frequency of supervision practices alongside key indicators of job performance. Qualitative data were gathered through semi-structured interviews with headteachers and directors of studies, providing in-depth insights into the implementation, challenges, and perceptions of supervision practices. The study targeted headteachers, who are responsible for supervising instructional activities, and teachers, who are directly involved in lesson planning, classroom instruction, and student assessment. Findings revealed that headteachers’ supervision practices play a critical role in shaping teachers’ job performance in private secondary schools in Ibanda District. The combination of quantitative and qualitative evidence demonstrated that schools implementing structured, regular, and supportive supervision frameworks experienced improved teacher performance, which in turn positively affected student learning outcomes. Specifically, headteachers employed a variety of supervision practices, including classroom observations, lesson plan reviews, mentorship, feedback provision, and in-service training, all of which contributed to teacher professional growth and accountability. The study concluded that effective supervision by headteachers is essential for enhancing teacher performance in private secondary schools. It recommended that headteachers in Ibanda District continue to implement structured and consistent supervision practices, including regular classroom observations, timely feedback, mentorship, and professional development activities, to sustain and further improve teacher effectiveness and student outcomes.
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.