The Impact of Directive Supervisory Practices on Job Performance of Teachers in Public Primary Schools: A Case Study of Ibanda Municipality, Uganda

Abstract

This study explores the relationship between directive supervisory practices of head teachers and the job performance of teachers in selected Public Primary Schools in Ibanda Municipality, Ibanda District, Uganda. Employing a correlation research design, the study examines the monitoring methods employed by head teachers and their impact on teacher performance. Both quantitative and qualitative data were collected, with primary school teachers responding to questionnaires and head teachers participating in interviews. A mixed-methods approach was utilized to provide a comprehensive analysis. A sample size of 162 respondents was selected using Krejcie and Morgan's table of sample selection from a population of 251. The findings indicate that Directive Supervisory Practices positively influence teachers’ performance and are perceived as effective in promoting positive outcomes. Recommendations include further investigation into the impact of head teachers’supervisory practices on variables such as teachers’ effectiveness, pupils’ attitudes, and the overall school climate, as well as exploring the influence of teachers’ performance on pupils’ academic achievement. Additionally, the study suggests that school head teachers could benefit from employing both directive supervisory practices to enhance teacher performance. Keywords: Directive head teacher, Supervisory practices, Job performance, Public primary schools, Ibanda Municipality.