THE RELATIONSHIP BETWEEN CLASSROOM OBSERVATION AND TEACHERS’ EFFECTIVENESS IN PRIMARY SCHOOLS IN KAMULI MUNICIPAL COUNCIL, KAMULI DISTRICT, UGANDA. A CROSS SECTIONAL STUDY.

Abstract

Background The study sought to establish the relationship between Classroom observation and teachers’ effectiveness in primary schools in Kamuli municipal council, Kamuli district, Uganda. Methodology This research employed descriptive correlation design to describe the association and relationship between variables and a quantitative research approach was used. Given a population of 120 respondents, the sample was 92 respondents determined using Krejecie and Morgan (1970) table. The researcher applied purposive sampling alongside a simple random sampling technique. Results The majority of respondents in this sample ranged between 20-30 years of age, this also implied that the majority of respondents in this sample were in their middle adulthood and constituted 47%, these were followed by those between 31-40 years of age constituting 20%, hence indicating that these were in their early adulthood. It showed a higher relationship between classroom observation and teachers’ effectiveness in selected primary schools in Kamuli district, Uganda, since the sig. value (0.000) was less than 0.05 which is the maximum level of significance required to declare a relationship in social sciences. Conclusion There is a high level of relationship between classroom observation and teachers’ effectiveness in the selected primary schools in Kamuli district, Uganda (r=.830; SigO.000), hence concluding that high levels of classroom observations contribute to teachers’ effectiveness in the selected primary schools in Kamuli district, Uganda. Recommendation The head teachers should always inform their teachers when they need to observe their class lessons, and this will help them supervise well. This will help them perform their duties effectively.