Impact of Head teachers’ Supervision Practices on Teachers’ Job Performance in Private Secondary Schools :

Abstract

The study was conducted to examine the influence of head teachers’ supervision practices on teachers’ job performance in private secondary schools in Ibanda District, Southwestern Uganda. It was guided by three objectives: to identify the common supervision practices used by headteachers in private secondary schools in Ibanda District, to assess the level of teachers’ job performance in these schools, and to examine the relationship between headteachers’ supervision practices and teachers’ job performance. The study was anchored on Douglas McGregor's X and Y Theories, as proposed in 1957 (Lawter, Kopelman & Prottas, 2015), which provided a theoretical lens for understanding teacher motivation and performance under different supervisory approaches. A descriptive survey research design was adopted, employing both quantitative and qualitative methods to obtain a comprehensive understanding of the influence of head teachers’ supervision practices on teacher performance. Quantitative data were collected using structured questionnaires administered to teachers, capturing the types and frequency of supervision practices alongside key indicators of job performance. Qualitative data were gathered through semi-structured interviews with headteachers and directors of studies, providing in-depth insights into the implementation, challenges, and perceptions of supervision practices. The study targeted headteachers, who are responsible for supervising instructional activities, and teachers, who are directly involved in lesson planning, classroom instruction, and student assessment. Findings revealed that headteachers’ supervision practices play a critical role in shaping teachers’ job performance in private secondary schools in Ibanda District. The combination of quantitative and qualitative evidence demonstrated that schools implementing structured, regular, and supportive supervision frameworks experienced improved teacher performance, which in turn positively affected student learning outcomes. Specifically, headteachers employed a variety of supervision practices, including classroom observations, lesson plan reviews, mentorship, feedback provision, and in-service training, all of which contributed to teacher professional growth and accountability. The study concluded that effective supervision by headteachers is essential for enhancing teacher performance in private secondary schools. It recommended that headteachers in Ibanda District continue to implement structured and consistent supervision practices, including regular classroom observations, timely feedback, mentorship, and professional development activities, to sustain and further improve teacher effectiveness and student outcomes.