Performance Of School Teachers Research Articles

Effect of School Principal Leadership, Discipline and Infrastructure on Teachers’ Performance in SMP Negeri Lempuing District, Ogan Komering Ilir Regency

This research aims to determine 1) the influence of the principal's leadership, discipline, and infrastructure together on the performance of State Middle School teachers in Lempuing District, Ogan Komering Ilir Regency, 2) the influence of the principal's leadership, discipline, and infrastructure partially on the performance of State Middle School teachers in the District. Lempuing, Ogan Komering Ilir Regency. The type of research used is associative. The research uses leadership variables, work discipline, facilities, infrastructure, and performance. The research population was 218 State Middle School teachers in Lempuing District, Ogan Komering Ilir Regency. The sample was taken from 142 teachers using the Cluster sampling technique. The data required is player data with a retrieval method. Questionnaire data. The analysis technique used is multiple linear regression. The results of the research prove that: 1) there is a significant influence of leadership, discipline, and facilities and infrastructure on the performance of State Middle School teachers in Lempuing District, Ogan Komering Ilir Regency 2) there is a significant influence of leadership on the performance of Public Middle School teachers in Lempuing District, Ogan Komering Ilir Regency 3) there is an influence Discipline has a significant impact on the performance of State Middle School teachers in Lempuing District, Ogan Komering Ilir Regency. 4) Facilities and infrastructure have a significant influence on the performance of public middle school teachers in Lempuing District, Ogan Komering Ilir Regency

Identifying the Predictors of School Improvement Plan Implementation by School Administrators

This study aimed to identify the level of managerial capabilities, human resource management, and quality assurance practices of school administrators on the implementation of School Improvement Plan (SIP). The respondents of the study were the 489 public school administrators of Northern Mindanao, Philippines. The data were gathered through survey questionnaires and was treated through descriptive statistics, Pearson product-moment correlation, and stepwise multiple regression analysis. School administrators exhibit remarkable managerial capabilities, earning high praise for their adept handling of operations, finances, and for fostering a conducive learning environment. Their strong human resource management skills are evident in nurturing collaborative communities, managing staff effectively, and conducting recruitment efficiently. Quality assurance practices are notably well-developed, indicating the school's ability to deliver top-notch education and support. Implementation of the SIP receives glowing reviews, showcasing the administrators' proficiency in enhancing learning environments, community engagement, resource allocation, curriculum, and staff management. Thus, the data highlights the school administrators outstanding performance and excellence across multiple crucial areas. The correlation analysis revealed significant relationships among managerial capabilities, human resource management, quality assurance practices, to the SIP implementation. Particularly, strong correlations were observed, indicating that schools excelling in one management area tend to perform well in others. Regression analysis highlighted five significant predictors of SIP implementation by administrators: school operation management, teacher and staff performance, leadership, processes, and partnerships/resources. These findings emphasize the significant role of effective management practices, especially in areas like staff performance, quality assurance, and resource allocation, in driving SIP implementation.

The Influence of Personality Traits, Competencies and Organizational Citizenship Behavior on Teacher Performance Which is Moderate by Organizational Culture (Study At Darullughoh Wadda'wah Islamic Boarding School)

This research is motivated by teacher performance. The purpose of this research is to determine the influence of the relationship between personality traits, competence, organizational citizenship behaviour can have an impact on teacher performance is moderated by teacher organizational culture Darulgoh Wadda'wah Islamic Boarding School (Dalwah, Bangil, Pasuruan). Grand theory This research is theoretical Theory of Planned Behavior (TPB). The sampling technique uses a formulaslovinwith an error rate of 5%. The sample in this study was 232 teacher respondents Darulgoh Wadda'wah Islamic Boarding School through an independent survey. This research instrument uses a questionnaire and is analyzed using SEM analysis, the analytical tool for this research is Smart PLS version 3.0. These analytical tools are used to analyzeouter model, inner model and hypothesis testing with usep-value. The research results show the direct influence of personality traits influential significantly against performance of Darulgoh Wadda'wah Islamic Boarding School teachers. Then competence influential significantly against to performance of Darulgoh Wadda'wah Islamic Boarding School teachers. Connection organizational citizenship behaviour influential significantly against to performance of Darulgoh Wadda'wah Islamic Boarding School teachers. The results of this research indicate that there is an influence of the moderating variable, namely organizational culture, on relationships competence dan organizational citizenship behaviour against against performance of Darulgoh Wadda'wah Islamic Boarding School teachers. But organizational culture cannot be a moderating variable connection personality traits against against performance of Darulgoh Wadda'wah Islamic Boarding School teachers. This research shows that practice personality traits, competence, organizational citizenship behaviour and organizational culture plays an important role in encouraging the performance of Darulgoh Wadda'wah Islamic Boarding School teachers.

The Effect of Principal Leadership and Work Motivation on Elementary School Teacher Performance

This study is driven by the necessity to comprehend how the leadership exhibited by the principal and the motivation to work may influence the performance of instructors in elementary schools. This study's primary goal was to ascertain the interrelationships between principal leadership, motivation to work, and teachers' performance in elementary schools. This research is quantitative and employs the correlation technique. This study focused on elementary school teachers located in cluster X within the city of Prabumuih. Ninety-eight individuals participated in the study. The collection of data was facilitated through the use of questionnaires and documentation, whereas the processing of data involved the application of t-tests and F-tests. According to the findings of this study, a positive relationship exists between the principal's leadership and teachers' performance in elementary schools located in cluster X, Prabumuih City. Additionally, it was found that motivation to work also positively impacted the performance of teachers in these elementary schools. As a result of this study, effective leadership demonstrated by principals and maintaining motivation to work play a significant role in enhancing teachers' performance in elementary schools. The constructive conclusions drawn from the investigation into the connection between leadership and teacher performance and the favorable impact of work motivation emphasize the potential benefits of bolstering both aspects to develop a teaching staff with enhanced productivity.

Work Stress, Work Environment, And Teacher Performance In Islamic High Schools

This study investigates the effects of demographic factors, workplace stress, and the work environment on teachers' performance. Employing quantitative methodologies, it analyzes responses from teachers (Men = 51.7%, Women = 48.3%) at three Islamic Higher Schools or Madrasah Aliyah in Indonesia. Data was gathered through questionnaires directly handed out to respondents. The questionnaires included some demographic details of the participants, such as their gender, age, level of education, duration of employment, and monthly income. A Likert scale was employed to record respondents’ opinions on work stress, work environment, and teacher performance. Data was tested for normality, heteroskedasticity, and multicollinearity before finally being analyzed using multiple linear regression. Findings indicate a marginal performance advantage for married teachers over their single counterparts (B = .234, p = .063), meaning that married teachers perform slightly better than nonmarried teachers. Workplace stress was found to have a negligible effect on teacher performance (B = .160, p = .187), suggesting that teachers' performance did not depend on their being stressed or unstressed. Furthermore, the work environment significantly influences teacher performance (B = .345, p = .006), meaning a conducive work environment leads to better teacher performance. These results highlight the importance of creating a supportive and conducive workplace to enhance teacher productivity, suggesting that educational institutions should prioritize improvements in the work environment to foster optimal teacher performance.

The Influence of Supervision by the Principal and Motivation on the Performance of Elementary School Teachers During Pandemic

Online learning is promoted as a learning solution in elementary schools during the Covid 19 pandemic. Teachers are required to be able to adapt and improve performance progressively for the optimization of learning with the support of supervision and work motivation. This study aims to analyze the effect of supervision by school principals and work motivation on the performance of elementary school teachers during the Covid 19 pandemic. This research is a quantitative research with a correlational survey involving 125 samples of elementary school teachers in the Cluster I Singawinata Teacher Working Group of Purwakarta district, West Java, Indonesia. The results showed that supervision by the principal (X1) had a significant effect on teacher performance (Y). Then work motivation (X2) has a significant effect on teacher performance (Y). And finally, supervision by the principal (X1) and work motivation (X2) have a significant effect on the performance of elementary school teachers (Y) by 46.5%. School principals need to increase supervision to teachers continuously and systematically so that teachers have the motivation to improve their competence so that they can show good performance in improving the quality of learning during the Covid 19 pandemic.

Analysis of Teacher Commitment, Motivation, and Satisfaction with School Culture and Performance of State High School Teachers in Baubau City

Purpose: The primary objective of this research was twofold: firstly, to examine the direct impact of teacher commitment, teacher motivation, and teacher satisfaction on school culture and the performance of State High School teachers in Baubau City; secondly, to analyze the indirect effects of these factors on school culture and teacher performance. Methods: The research methodology involved distributing questionnaires to 213 State High School teachers across seven schools in Baubau City. Statistical analysis was conducted using Structural Equation Modeling (SEM), a technique employed to test hypotheses and model relationships among variables. Results and Discussion: The findings revealed several significant relationships: (1) Teacher commitment exhibited a direct positive influence on school culture, (2) Teacher motivation demonstrated a direct negative impact on school culture, and (3) Teacher satisfaction had a direct negative effect on school culture. Additionally, (4) Teacher commitment, teacher motivation, and teacher satisfaction each directly influenced teacher performance positively. However, (5) school culture did not directly affect teacher performance. Implications of the Research: The implications of these findings suggest that fostering teacher commitment and motivation while addressing factors contributing to teacher satisfaction are crucial for shaping a positive school culture. Additionally, recognizing the direct influence of teacher commitment, motivation, and satisfaction on teacher performance underscores the importance of prioritizing these aspects within educational institutions. Originality/Value: This research contributes to the existing literature by elucidating the intricate relationships between teacher commitment, motivation, satisfaction, school culture, and teacher performance. The findings offer valuable insights for educational policymakers, school administrators, and educators to enhance organizational effectiveness and teacher productivity within State High Schools in Baubau City.

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

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.

Assessing Teacher Competencies in Public Schools of Pakistan: A Pathway for Improving the Effectiveness of Professional Development Programs for Teachers

Professional development (PD) programs are considered as essential for improving the teacher quality and performance in schools. Despite introducing several PD programs, the teachers’ quality in the public schools is a matter of concern for Pakistan. It has become a challenge for policymakers and school leaders to design PD programs which can be effective for all teachers. PD programs in Pakistan normally undertakes a standard approach without considering the strengths and weaknesses of different groups of teachers which may not address the specific needs of these groups. There is a need of structuring PD programs to make these learning opportunities more effective for teachers. Therefore, the current study evaluates the teacher competencies of different groups of teachers in Pakistan’s public schools. For that purpose, the study first identifies three key themes of teacher competencies required in 21st century from extant review of recent literature. Interview guide then is designed based on these key teacher competencies to solicit information from seven principals of public schools. The public schools were selected using the criteria of size of school and principal working experience in that school. Structured interviews been used as a medium for collecting data from the principals. All interviews were recorded and transcribed verbatim. The deductive content analysis approach was used in analyzing the data. The analytical tool used for the coding of themes was the MAXQDA software. The results highlighted certain differences in teacher competencies varying from gender to age. Female teachers and teachers who are younger in general are found to have more competencies compared to male teachers and senior teachers. The results of this study offer vital information for planning and tailoring TPD programs for teachers. These specially designed learning opportunities can be more effective for the professional development of teachers and can foster teachers’ competence.

The Influence of School Principal Leadership and Work Discipline on Performance

This study aims to analyze the effect of principal leadership and work discipline on teacher performance in private vocational schools in South Jakarta. The research method used is a survey method with multiple correlational regression techniques, involving 80 teachers as samples. The results showed that there is a significant influence of the principal's leadership and work discipline together on the performance of teachers in private vocational schools in South Jakarta (Sig. = 0.000 <0.05, F Count = 11.295). In addition, there is a significant effect of principal leadership on teacher performance (Sig. = 0.000 < 0.04, T = 2.931) and a significant effect of work discipline on teacher performance (Sig = 0.037 < 0.05, T = 2.115). The implication of this study is the important role of principal leadership and work discipline in improving teacher performance in private vocational schools. This provides a clear picture for education practitioners and policy makers about the need for effective leadership development and consistent application of work discipline in schools. Thus, it is expected to create a more productive and quality educational environment for students, teachers and all education stakeholders in South Jakarta.

Dynamics of Middle School Teacher Performance: Analysis of the Influence of Transformational Leadership, School Culture and Motivation in Gido District, Nias Regency

The aim of this research is to determine the influence of transformational leadership, school culture, and motivation on teacher performance. The problem with this research is that teacher performance results are still low in planning, implementing, and evaluating learning. This research was carried out in public and private junior high schools in Gido District, Nias Regency. The population of this research was 142 people, and the research sample was 106 people. The research method is ex post facto, with path analysis techniques. The research results found were: (1) transformational leadership has a direct positive effect on teacher performance; (2) transformational leadership has no direct positive effect on teacher motivation; (3) school culture has a direct positive effect on teacher performance; (4) school culture has a direct positive effect on teacher motivation; (5) motivation has a direct positive effect on teacher performance; (6) the principal's leadership has a direct positive effect on performance through motivation; and (7) school culture has a direct positive effect on performance through motivation. Based on the results of this research, it can be concluded that transformational leadership and school culture have a significant effect on increasing teacher motivation, and transformational leadership and school culture have a significant effect on increasing teacher performance in planning, implementing, and evaluating learning.

The Influence of Transformational Leadership on Work Motivation Has an Impact on Teacher Performance in Senior High Schools in Southwest Sumba Regency

The quality of learning is influenced by many aspects, the most important of which is the teacher's ability. This research to analyze and explain the impact of transformational leadership and work motivation on teacher performance. Quantitative research was carried out on high school teachers in the West Sumba district. The number of teachers was 726 people. Determining the number of illustrations using a random sampling method, Morgan's recipe was corrected with Warwich's and Lininge's recipes. The results obtained were 300 respondents. The collection uses a closed-type questionnaire with 5 options. The analysis uses the multivariate Structural Equation Modeling (PLS-SEM) method. The research results are: (1) transformational leadership has an important positive direct influence on the encouragement of activity, experimental facts, T-Statistics is 2.517, P-Values is 0.012 (2) leadership has an important positive direct effect on teacher ability T-Statistics experimental fact is 2,795 P-Values is 0.008( 3) encouragement of activities has a direct positive influence on the teacher's ability T-Statistics experimental fact is 14.448 P-Values is 0.000(4) leadership Transformational leadership indirectly influences teacher ability through activity encouragement as proven by experiments. T-Statistics is 2.461. P-Values are 0.014. Research findings show that transformational leadership and activity encouragement have an important influence and are predictors of increasing teacher ability.

The role of mindfulness skill and inclusive leadership in job performance among secondary teachers in Hong Kong

Purpose Researcher agreed that job performance has a positive effect on productivity as well as an organisation’s efficiency. Thus, this study aims to investigate the impact of mindfulness skill, inclusive leadership (IL), employee work engagement and self-compassion on the overall job performance of secondary school teachers in Hong Kong. It then evaluates the mediating effect of employee work engagement between the relationships of mindfulness skill, IL and job performance, as well as the moderate effect of self-compassion between the relationships of mindfulness skill, IL and employee work engagement. Design/methodology/approach The sample comprised 263 teachers working from three secondary schools in Sha Tin, Hong Kong. The data was then analysed using Smart PLS version 4.0.9. Findings The results showed significant positive relationships between mindfulness skill and IL towards employee work engagement and between employee work engagement and job performance; meanwhile, there emerged a significant effect on the relationship between mindfulness skill and IL towards job performance. Furthermore, this research has confirmed that self-compassion did not moderate the relationship between mindfulness skill, IL and employee work engagement, but employee work engagement plays a mediating effect on the relationship between mindfulness skill, IL and job performance. Originality/value This research has helped to fill the literature gap by examining the mediating roles of employee work engagement and mediator role of self-compassion in the integrated relationship of multi-factor and job performance. Examining the mediating role of employee work engagement has helped to enhance the understanding of the underlying principle of the indirect influence of mindfulness skill, IL and job performance. The result of this research shows that self-compassion plays a vital role in influencing the employees’ work engagement. Hence, it is important that companies design human resource management policy that enables self-compassion to be used as a consideration psychological-related strategy when structing organisation or teams. It is also crucial for top management and policymakers to define and communicate the organisation’s operating principle, value and goals.

The impact of private lessons on the performance of teachers in school Their point of view

The research aimed to identify the impact of private lessons on the performance of teachers in school from their point of view. The research used the descriptive approach and applied the questionnaire tool by applying it to a random sample of male and female teachers, amounting to (1228) male and female teachers, with (518) male and (710) female teachers, and concluded. The research concluded that private lessons have different effects on the educational process, as it showed that most of the statements of the educational effects axis fell into the large category of the scale, which is the category between (3.55 - 3.99), and this indicates the reflection of those lessons. The statement that the lessons contribute came in first place. “Privacy in filling the gap resulting from the poor performance of some teachers” and obtained the arithmetic mean (3.99) at a high level. The study also indicated that there are statistically significant differences at the significance level (α≤0.05) between the averages of the educational effects of private lessons due to gender, and the study indicated that there are no There are statistically significant differences at the level of significance (α≤0.05) between the levels of reflection of these lessons on teachers according to their academic qualifications and practical experience. The study recommends enacting laws and regulations that regulate this process.

PENGARUH KOMPETENSI MANAJERIAL KEPALA SEKOLAH DAN MOTIVASI KERJA GURU TERHADAP KINERJA GURU SD WILAYAH GUGUS 2 KECAMATAN BATULANTEH

The objectives of this research are 1) to analyze the influence of the managerial competence of school principals on the performance of elementary school teachers in Cluster 2 of Batulanteh District, 2) to analyze the influence of the work motivation of teachers on the performance of elementary school teachers in Cluster 2 of Batulanteh District, and 3) to analyze the influence of the managerial competence of school principals and the work motivation of teachers on the performance of elementary school teachers in Cluster 2 of Batulanteh District. This research is designed using a non-experimental quantitative approach. The research population includes all school principals and teachers of SDN Tangkampulit, SDN Tepal, SDN Baodesa, SDN Sukamaju, SDN Batubara, and SDN Sampar Kuang Rea, totaling 60 people. The research sample consists of 60 people selected using non-random sampling, specifically saturation sampling, often called a census. Data collection procedures include observation, questionnaires, and documentation. Data analysis techniques involve hypothesis testing, t-test, ANOVA, and simple linear regression. The research findings indicate that the managerial competence of school principals has a significant influence on the performance of elementary school teachers in Cluster 2 with a t-value of 4.703 > t-table 1.66. The correlation between the managerial competence of school principals and the performance of teachers is 0.525, categorized as moderate. Similarly, the influence of work motivation on the performance of teachers is significant with a t-value of 4.593 > t-table 1.66. The correlation between work motivation and teacher performance is 0.516, categorized as moderate. Furthermore, the combined influence of managerial competence and work motivation on teacher performance is significant with an F-value of 10.918 > F-table 3.158 at a significance level of 0.000 < 0.05. Therefore, it can be concluded that both the managerial competence of school principals (X1) and the work motivation of teachers (X2) simultaneously have a significant impact on the performance of elementary school teachers (Y) in the Cluster 2 area.

PENGARUH KEPEMIMPINAN KEPALA SEKOLAH TERHADAP KINERJA GURU SMK SWASTA KRISTEN BNKP DARO-DARO LAHUSA BALAEKHA

Teacher development efforts are heavily influenced by school principals. If school principals can exercise supervision and control and coordinate educational resources, teachers' performance levels will improve. The purpose of this study is to determine the impact of the principal's leadership on the performance of BNKP Darodaro Baraekha Christian Private Vocational School. This type of research is descriptive and based on a quantitative approach. The research instrument was a questionnaire and the population and research sample consisted of her 38 teachers of BNKP Daro-daro Balaekha Christian Pocational School. Research shows that principal leadership influences teacher performance. Conclusion: As a leader, the principal is tasked with mobilizing all available resources within the school. The good performance of teachers in schools mainly depends on the ability of school principals to influence the behavior of teachers in carrying out their duties. Recommendations 1) School principals should strengthen their role as leaders in school educational institutions and improve the quality of their leadership, including providing continuous motivation to teachers. This motivation can be achieved by implementing a reward system for teachers who perform well. This helps improve teacher performance. 2) Teachers should increase their responsibility in carrying out their duties, follow the rules set by the principal as a leader, constantly discuss learning with the principal, and receive opinions and constructive criticism from the principal. We need to emulate the attitude. Always follow the principal's instructions for the student's progress.

Poor Performance of Teachers in Public Education Schools in Kuwait Using Educational Technology

Technology has made education more accessible and engaging for learners of all ages. It has facilitated the dissemination of information, allowing students to access a wealth of educational resources at the click of a button. The research problem that led to this study is that public school teachers in Kuwait have been struggling to keep up with the advancements in technology and incorporate it effectively into their instructional practices. This study explains the reason for the poor performance of teachers in general education schools in the Kuwait using educational technology. We interpret an educational field experience, which is the type of research most often used in education. The methods were used for collecting qualitative data in this study were interviews and document analysis. The teachers’ personal interviews were face to face and included written questions. The reason for the poor performance of teachers includes a lack of experience in teaching with technology, limited on-site support, insufficient knowledge of using technology for instructional purposes, and discomfort with integrating educational technologies into effective teaching. In addition, school budgets do not allow for the support of technology activities during the academic year. Teachers rarely have opportunities to use technology in their classrooms. Sometimes teachers use their own money to provide the necessary technology for their students, such as tablets, laptops, or interactive whiteboards. Also, teachers do not feel comfortable doing tasks because they do not believe there are a variety of resources and strategies to help educators enhance their tech-teaching abilities.

Development of Learning Supervision Model Website Based on Improving Teacher Performance at Elementary School

This research aims to produce products and test the feasibility of products, such as producing a website-based supervision model development system in improving teacher performance in elementary schools, to facilitate the management of conventional/manual supervision of website-based management information systems and determine the feasibility of website-based learning supervision system models in improving teacher performance in elementary schools. The method used in this research is Research and Development (R&D). The research steps include 1) data information, 2) model design, 3) model testing, 4) model revision, 5) development, 6) trial/testing, 7) model revision, 8) finalization and socialization. This research was conducted in a participatory manner. The research output targets at this stage are preparing a website-based learning supervision model design. This website-based principal learning supervision model design has been tested and revised to obtain an effective learning supervision model and develop a website-based learning supervision model. The results of this research are: (1) Learning supervision activities are carried out through the website http://supervisipbelajaran.educmps.com, (2) Principals feel greatly helped by the Website-Based Supervision Model because it is practical, effective, and efficient, (3) Making it easier for teachers to improve performance at school.

The Effect of Training on Organizational Commitment Impacts Primary School Teacher Performance in Central Lombok Regency

Finding out how elementary school teachers in Central Lombok Regency fare after receiving training and committing to their organization is the main goal of this study. Using a mixed-methods approach, this study surveyed 361 educators about their experiences in the classroom. The findings were based on an adjustment to Morgan's hypothesis made using the Warwick and Lininger formula. Questionnaires are used as a data collecting tool, while Structural Equation Modeling using Partial Least Squares is used for analysis. The research found that: (1) Training has a direct positive and significant effect on organizational commitment (T-Statistics: 32.016, P-Values: 0.000); (2) Training has a direct positive and significant effect on teacher performance (T-Statistics: 5.756, P-Values: 0.000); (3) Organizational commitment has a direct positive and significant effect on teacher performance (T-Statistics: 18.685, P-Values: 0.000); (4) Training has a positive and significant indirect effect on teacher performance (T-Statistics: 7.556, P-Values: 0.000). This study found that teacher effectiveness is directly impacted by training and organizational commitment. The impact of professional development on educators' efficiency and effectiveness may be moderated by organizational commitment. Suggestions for enhancing organizational commitment and training in order to improve teacher performance.

Instructional Supervision and Teacher Performance in Secondary Schools in Wakiso District-Uganda

Instructional Supervision and Teacher Performance in Secondary Schools in Wakiso District-Uganda