Head Teachers’ Supervision and Teachers’ Performance in Selected Secondary Schools in Kizinda-Kigoma Town Council of Bushenyi District, Uganda

Abstract

This study explores head teachers’ supervisions and teachers’ performance in selected secondary schools in Kizinda-Kigoma Town Council of Bushenyi Distrct, Uganda. Findings of the study revealed that that head teachers’ supervision of lesson plans, schemes of work, content delivery, teachable tools and class tools was very important in lesson delivery. Based on these findings, the study calls for teachers to employ lesson plans and schemes of work with clearly defined activities and tasks to help students learn productively. This may encourage students to participate in instructional activities and attain learning goals. School administrators or head teachers should supervise instructors' lesson plans and schemes of work. This should be stressed during appraisals to promote teacher performance and student learning. Secondary school instructors should be supervised daily to encourage commitment and hard work, which would increase their performance. More so, teachers should realise that instructional materials simplify subject and bring faraway events into the classroom for easier learning. Since unattractive and dysfunctional classrooms impede teacher effectiveness and student learning, they should always build attractive and functional classrooms with required equipment and supplies. Note that teachers must always improvise instructional materials even if funds are limited. Finally, head instructors should also make daily assessments and evaluations of students. Students should get frequent remedial courses, activities, and homework to measure their strengths and weaknesses. Keywords: Lesson delivery, School, Students performance, Supervision, Teachers’ performance