International Journal of Scientific Research and Engineering Development

This study examined the influence of headteachers’ supervision practices on teachers’ job performance in private secondary schools in Ibanda District, Southwestern Uganda. The investigation was guided by the objective of identifying common supervision practices applied by headteachers. The study was anchored on Douglas McGregor’s Theory X and Theory Y, which provided a theoretical basis for understanding teacher motivation and performance under different supervisory approaches. A descriptive survey design was adopted, employing both quantitative and qualitative approaches to capture a comprehensive picture. Data were collected through structured questionnaires administered to teachers and semi-structured interviews with headteachers and directors of studies. Teachers provided information on the types and frequency of supervision practices, while headteachers and directors of studies offered deeper insights into implementation strategies, challenges, and perceptions of supervision.
Findings indicated that headteachers’ supervision practices significantly influence teachers’ job performance. Schools with structured, consistent, and supportive supervision frameworks reported higher levels of teacher effectiveness and improved student outcomes. Common supervision practices included classroom observations, lesson plan reviews, mentorship, provision of feedback, and in-service training. These practices not only enhanced teachers’ professional growth but also strengthened accountability.
The study concluded that effective supervision by headteachers is central to improving teacher performance and sustaining quality education in private secondary schools. It is recommended that headteachers adopt and maintain structured supervision practices, including regular classroom observations, timely feedback, mentorship, and professional development initiatives, to continuously enhance teacher effectiveness and foster better student learning outcomes.