Okello Nicholas GregoryOnekalit Phonic KidegaLamaro Gloria2026-03-162026-03-162021-09-302222-288X (Online)DOI: 10.7176/JEP/12-27-08http://hdl.handle.net/20.500.14270/756Support supervision promotes continuous improvement in the quality of teaching and learning by providing necessary leadership and support for quality improvement processes. Several policies and guidelines on funding and support supervision to schools have been made to create efficiency and effectiveness in education. The study investigated the relationship between funding and support supervision in Universal Primary Education (UPE) schools in Uganda. The study orientation was quantitative using a cross-sectional survey design. Stratified random sampling was used to select UPE schools for the study, and simple random sampling was used to select the teachers, while purposive sampling was used to select head teachers, school management committees (SMCs), parent teachers association (PTAs), local council III (LCIIIs) and district officials. A total of 265 respondents participated in the study. The results indicated that the status of funding is low, and the level of support supervision is also low. However, funding status has a significant positive relationship with the level of support supervision (r = 0.373; p < 0.01). The study concluded that the low level of support supervision and the poor performance in UPE schools are attributed to the low status of funding under UPE schools in Nwoya district. Uganda.ensupport supervisionUPE schoolsfunding gaps in educationUgandaArticle