Instructional Supervision and Teacher Effectiveness in Government Aided Secondary Schools in Kwania District

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dc.contributor.authorAcut, Geoffrey
dc.date.accessioned2026-11-04T13:20:31Z
dc.date.available2026-11-04T13:20:31Z
dc.date.issued2026
dc.description.abstractThe purpose of the study was to investigate the influence of instructional supervision on teacher effectiveness in Government aided secondary schools in Kwania District. The study was guided by three objectives; to assess the level of instructional supervision in government aided secondary schools, to examine the level of teacher effectiveness in government aided secondary schools and to establish the relationship between instructional supervision on teacher effectiveness in government aided secondary schools in Kwania District. The study used concurrent/ convergent research design involving mixed method approach. A total of 220 respondents were sampled. The findings revealed that most teachers perceive supportive supervision as generally effective, especially in terms of receiving constructive feedback and encouragement to collaborate. A study also revealed that instructional supervision, particularly through instructional leadership, plays a significant role in enhancing teacher effectiveness in government-aided secondary schools in Kwania District. The study concludes that while instructional supervision in government-aided secondary schools demonstrates promising elements particularly in supportive and collaborative approaches its effectiveness is limited by inconsistent implementation and communication gaps. The study recommends Ministry of Education and Sports (MoES) should develop and enforce a national policy framework mandating regular, classroom-based instructional supervision in government-aided secondary schools. This framework should emphasize developmental supervision through feedback, coaching, and mentoring rather than compliance-based assessments. Study also recommends District Education Officers (DEOs) should facilitate regular supervision visits to schools to assess the quality and consistency of teachers’ planning and classroom management practices. They should also gather and share best practices across schools within the district to address common gaps and encourage peer learning.
dc.identifier.urihttp://hdl.handle.net/20.500.14270/1137
dc.language.isoen
dc.publisherGulu University
dc.titleInstructional Supervision and Teacher Effectiveness in Government Aided Secondary Schools in Kwania District
dc.typeThesis

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