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VOL. 8, ISSUE 4 (2023)
Teacher’s leadership supervisory competencies and students’ academic performance in Hoima District Government Aided Secondary Schools, Uganda
Authors
Dorothy Businge Kakongoro Kabugo, John Chrysostom Ssekamwa, Andrew Peters Yiga
Abstract
The study evaluated the effect of Teacher leadership supervisory
competencies on students’ academic performance in Hoima District Government-aided
secondary schools, Uganda. It envisaged that poor academic performance is a
leadership supervisory issue, which can be addressed. Self-efficacy and
Self-determination theories premised the study of 149 respondents using a
post-positivism paradigm, mixed-methods approach. Findings indicated a
correlation coefficient of (r = 0.518). The study therefore recommended that:
Universities should incorporate the supervisory approaches of: individual,
innovative, integrative, creative, collaborative and team supervision in the
teacher curriculum for effective supervision especially with the new lower
secondary competency-based curriculum. Hoima District Education Department
should regularly conduct teacher capacity building workshops to address teacher
incompetence’s managing the competency-based curriculum but also to enable
teachers share best practices of supervision with their colleagues. It should
also address teacher welfare as motivation of their self-efficacy and
determination towards work. Ministry of Education and Sports should conduct
refresher programs through teacher professional development to strengthen the
competence of instructional supervisors for effective monitoring and evaluation
of teacher performance.
Pages:1-9
How to cite this article:
Dorothy Businge Kakongoro Kabugo, John Chrysostom Ssekamwa, Andrew Peters Yiga "Teacher’s leadership supervisory competencies and students’ academic performance in Hoima District Government Aided Secondary Schools, Uganda". International Journal of Advanced Educational Research, Vol 8, Issue 4, 2023, Pages 1-9
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