Title: APPLICATION OF DEVELOPMENTAL SUPERVISION MODEL IN SECONDARY SCHOOLS IN GREATER ARUA, UGANDA |
Authors: Polycarp Omara, Frances Naluwemba and John Bosco Ssetumba |
Abstract: The quality of any education system largely depends on the level
of teacher competence and teacher competence enhancement depends on the support systems provided
by the school-based supervisors. However, the literature shows that not all teachers especially in
developing countries like Uganda demonstrate a high level of competence. The study was conducted to
examine the application of the different dimensions of developmental supervision in secondary schools
in Arua, Uganda. The study employed a concurrent mixed-method design. Simple random and
purposive sampling techniques were employed. Data were collected from 270 teachers using self-administered questionnaires while 20 head teachers and 20 directors of studies participated in semistructured interviews. Thematic analysis techniques were used to analyse qualitative data while
descriptive statistics were used to analyse quantitative data. The findings revealed that school-based
supervisors employed directive supervision, and collaborative and non-directive supervision. However,
directive supervision was commonly applied compared to collaborative and non-directive supervision.
Head teachers preferred directive supervision to be applied to all categories of teachers. On the other
hand, teachers preferred directive supervision to be applied to novice teachers while collaborative and
non-directive supervision was applied to experienced teachers. Binary logistic regression model
revealed that there was no significant difference in application of supervisory approaches according to
participants demographics. The study recommends training of school-based supervisors,
harmonisation of policy on supervision, and encourage head teachers to delegate supervisory roles to
senior teachers. |
Keywords: Instructional supervision, directive supervision, collaborative supervision, non-directive supervision, teacher competence |
DOI: https://doi.org/10.37500/IJESSR.2024.7402 |
Date of Publication: 18-07-2024 |
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