Clinical Supervision and Teachers’ Use of Instructional Materials in Government-aided Primary Schools of Ntungamo Municipality

Abstract

This study examined how Clinical Supervision affects Teacher’s use of Instructional Materials in the Government-aided Primary Schools of Ntungamo Municipality. The main purpose of the study was to establish the relationship between the amount of clinical supervision received by teachers and their use of instructional materials in government-aided primary schools of Ntungamo Municipality. This study was guided by three objectives: (i) To examine the rate at which clinical supervision is received by teachers in the government-aided primary schools of Ntungamo Municipality (ii)To assess the level of use of instructional materials by teachers in the government-aided primary schools of Ntungamo Municipality( iii) To establish the relationship between the rate at which clinical supervision is received by teachers and their level of use of instructional materials in the government- aided primary schools of Ntungamo Municipality. The study employed a Cross-sectional Research Design, where both quantitative and qualitative approaches were used at the same time. The purpose of this type of investigation was to validate the findings generated by each method through the evidence generated by the other. The researcher used questionnaire and interview methods to collect data from respondents. The study population comprised of Teachers, Headteachers, Coordinating Centre Tutor, Municipal Education Officer and Municipal Inspector of Schools. The researcher used purposive and stratified sampling methods. The data collection tools used consisted of a self- administered Questionnaire and Interview Guide. The study reveals that school supervisors were actively involved in supervision. The study also found that teachers were more inclined towards use of traditional print material such as textbooks, but rarely used electronic media. The correlation analysis, conducted using Pearson’s Correlation Coefficient, indicated a positive but weak relationship between the amount of clinical supervision received by teachers and their level of use of instructional materials (r=0.217, P<0.05). It was concluded that Clinical Supervision is essential for maintaining instructional quality and supporting teacher professional development. Use of instructional materials was also seen to cater for diverse needs of learners. Clinical Supervision was seen to have an influence on teachers’ use of Instructional Materials. It was recommended that clear guidelines for conducting Clinical Supervision be given to school supervisors and teachers receive more guidance on using instructional materials. The study also recommended that there should be regular sessions between supervisors and teachers regarding the use of instructional materials to help the participants identify areas for improvement. The study further suggested that research should be done to examine the effectiveness of different types of visual aids in various educational settings.