THE RELATIONSHIP BETWEEN HEAD TEACHERS’ SUPPORT SUPERVISION AND TEACHERS’ CLASSROOM INSTRUCTION AND MANAGEMENT. A CROSS-SECTIONAL STUDY IN PRIMARY SCHOOLS IN KIGULU NORTH CONSTITUENCY, IGANGA DISTRICT.

Abstract

Aim To determine the relationship between head teachers’ support supervision and teachers’ classroom Instruction and management in Primary schools in Kigulu North constituency, Iganga District Methods A descriptive cross-sectional study was used, with both quantitative and qualitative methods of data collection and analysis. Questionnaires were used for the teachers and administrators while in-depth interviews were done for upper-class pupils. Descriptive statistics were used to analyze the findings and quantitative data were analyzed by SPSS version 22. Results The findings revealed a strong positive significant relationship between head teachers’ supervision and teachers’ classroom Instruction and management (r=0.553). This was reflected by a correlation that is significant at the 0.01 level (2-tailed). 0.01 level (2-tailed). Conclusion The findings reflect that head teachers’ support supervision influences teachers to track teachers' lesson plans daily and give constructive feedback; to ensure that schemes of work and lesson plans are approved before the teaching and learning process; and that required scholastic materials are provided, all the teachable units for every class and term are schemed as a way of monitoring syllabus coverage, required learning aids are provided. Recommendation Headteachers should not shy away from supervising teachers’ schemes of work and lesson plans. This should be emphasized during appraisal sessions to help improve teacher effectiveness and hence student learning. There is a need to ensure that teachers are always supervised daily to instill commitment and hard work which would in turn lead to improved teachers’ performance in primary schools.