Abstract:
Support supervision is critical in the performance of primary school teachers and learners. For primary
school teachers to effectively fulfill their tasks, they need professional development-oriented support
supervision. This paper explored expert views from education administration in the four districts of
Teso sub region of Soroti, Bukedea Serere and Amuria. Information was provided by 34 respondents
who included, Head teachers (n = 20), CCTs (n = 6), DISs (n = 4) and DEOs (n = 4). Data was collected
using key–informant interviews and open-ended questionnaires and analyzed using Pragmatic Content
Analysis. The findings show that support is not done to improve the professional competence of
teachers but just a duty to satisfy the MOES. Supervision was irregular and was less developmentally
inclined. While teachers registered some improvement in some of their teaching roles, it was not
quality enough to significantly affect learner performance. Teachers did not produce learners who can
explore, manipulate, experiment, question, and search for answers by themselves. The results provide
important lessons to improve the support supervision model being used in Uganda. Therefore, the
experiential and professional development model should be infused into all primary schools done by
Head teachers and heads of departments. Using this model will reduce inefficiencies in the current
practices of support supervision that are largely based on theoretical orientations. |
