THE INFLUENCE OF TEACHER SELECTION FOR SUPERVISION ON TEACHER PERFORMANCE IN SECONDARY SCHOOLS AT KAYUNGA DISTRICT. A CROSS-SECTIONAL STUDY.

RONALD MUKIIBI; MUHAMAD SSENDAGI

doi:10.70572/agp.v1i11.33

Authors

RONALD MUKIIBI School of graduate studies and research, Team University.
DR. SSENDAGI MUHAMAD School of graduate studies and research, Team University.

DOI:

https://doi.org/10.70572/agp.v1i11.33

Keywords:

Teacher supervision, Teacher Selection, Teacher performance, Secondary schools, Kayunga District

Abstract

Background.

School systems uphold rigorous selection procedures to determine which teacher to supervise. Selection of potential teachers to consider for supervision at early stages in their profession aims at improving their instructional abilities given the assessment and restrictions at entry. This study aimed to assess the influence of teacher selection for supervision on teacher performance in secondary schools in the Kayunga district.

Methodology.

A cross-sectional study design was applied using both qualitative and quantitative approaches. Purposive and simple random sampling techniques, a sample size of 130 respondents was drawn comprising of teachers, headteachers, Schools’ BOG and PTA members, District Education and MoES Officers. Data was collected using questionnaires, interviews, and documentary reviews. Analysis of the collected data involved computation of descriptive statistics and inferential statistics involving Pearson’s correlation and Linear regression analyses for quantitative data and discourse analysis for qualitative methods were also used in analyzing the data.

Results.

The majority of the participants 45(37%) were between 20—30 years of age, 103(85%) were graduates, there was a significant relationship between teacher selection and teacher performance (r = .246; p = .006), a 44.7% variance in teacher selection is attributed to teacher performance (Beta = .672, R=0.447, P<.001). This implies that teacher selection as an administrative practice by head teachers is statistically a significant predictor of teacher performance, 104(85%) reported that teachers are selected based on merit to be supervised.

Conclusion.

There was a significant relationship between teacher selection and teacher performance.

Recommendation.

Schools should identify a teacher selection criterion for supervision given that instructional supervision is a technical activity that needs careful assessment of teachers to help them improve performance.

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