CHAPTER ONE
INTRODUCTION
1.0
Background of the study
The supervisory role is one of the functions of a school operation that has been and continues to
be a very challenging aspect of administration in secondary schools registered by the Ministry of
Education and Sports. This challenge involves a continuous process of assisting teachers to
improve their instructional performance in accordance to the professional code established by the
Ministry of Education and Sports. Supervision is very important in schools to ensure that the
standards set by the Ministry are adhered to and not only the institutional goals but also the
national goals are met. If supervision is enhanced then the teachers’ job performance shall be
monitored and timely effective corrective measures implemented to ensure improvement of
teacher competencies and general professional growth. Instructional problems can be easily
detected through observations, appraisals, or by what Robbins and Coulter (1996) termed
management by walking around (MBWA) rather than sitting in their offices to read reports of
their subordinates.
1.1
Theoretical perspective
The various scholars have come up with theoretical frames of reference that they have employed
in various writings about instructional supervision. The social-psychological theory advocated by
Chester Barnard (1947) has been drawn upon quite heavily to form the ‘human relations’ view of
supervisory behavior as reflected in the work of Lovell and Wiles (1983). The social systems
1
theory advocated by Elton Mayo (1933) among others has been drawn upon to form a basis for a
contrasting view (Feyereisen et al., 1970). Communication theory has offered still another way
of viewing the supervisory behavior, with emphasis on self analysis and feed back techniques
promoted by Flanders (1970).
All these have offered promise for improving instruction through more efficient supervision by
monitoring instruction through classroom observation and appraising the teachers in order to
provide relevant and objective in-service training to enhance development of teaching practices.
The various scholars lay emphasis on the importance of human factor in a work situation to
explain the human desire to have freedom to make their own decisions and set strategies on how
best they can achieve them with minimum supervision.
Quinn M. Pearson(2006), in his journal of mental counseling, observes that, inspite of notable
weaknesses, counseling theories when integrated in role-based supervision help in “promoting
growth and change in supervisee”. The basis of strength of this psychotherapy-driven
supervision is the fact that counseling theories provide concepts for explaining human behavior
and interventions for promoting positive change. The theory must be merited for its emphasis on
the human factor in supervision.
A headteacher is a team leader in a school that is made up of teachers with different
backgrounds, perceptions and aspirations. His success can only be measured by what Kreitner
(1995) refers to as “ability to understand and work with people who have a variety of
backgrounds, needs, perceptions, and aspirations”. This is what the advocates of behavioural
2
approach pointed out that people deserve to be the central focus of organized activity.
Westerlein (1994) observed that models provide almost no attention to how the supervisor is to
make judgments about the use of “group process”. He goes ahead to note that the supervisor has
little guidance about how to use the collective nature of the group to foster development. This
explains why the current practice of the supervisory role of headteachers in enhancing the
teachers’ job performance is vaguely understood leading to antagonism and resistance between
the headteachers and the teachers. This is evidenced in the circular sent to headteachers and other
heads of institutions dated 1st Oct 2004 in which Lubanga noted that,
For sometime now, heads of institutions and schools have been managing without
reference to service regulations, taking decisions affecting staff which have
turned out to be ultra vires.
Werstlein (1994) observed that the development of the group has not been the focus of
researchers. Only a few empirical studies have been conducted to examine group supervision. He
further noted that focus on the development of the group is not apparent in the review of group
supervision literature from 1967 to 1983 by Holloway and Johnston (1985).
This prompted the researcher to test the extent to which the development model of the
behavioural approach in which its advocates believed that group standards established individual
worker output. It would establish whether what Parker Follet, as quoted by Robbins and Coulter
(2002), argued that individual potential remained only potential until released through group
3
association can be utilized in senior secondary schools especially through the headteachers’
supervisory role in enhancing the teachers’ job performance.
1.2
Conceptual perspective
Supervision, according to Harris (1975), is what school personnel do with staff and resources to
maintain or change the school operation in ways that directly influence the teaching process
employed to promote pupil learning. It is therefore a highly instruction-related operation directed
towards both maintaining and improving the teaching–learning processes in the school but not
highly pupil-related.
Garubo and William (1988) define the supervisory process as the procedure of providing staff
members with ego (self esteem) support and a way of solving classroom problems in order to
help them to grow and develop as professionals and persons. Supervisors use skills and
knowledge of human behaviour and the group process to enable teachers increase their
effectiveness and sensitivity in the classroom through direct observation and appraisals.
Teacher professional competencies are the technical skills or know how that a teacher acquires
through training and uses in imparting knowledge and skills to the learners in and outside the
classroom environment. In evaluating performance in many organizations, managers look at
measures of outputs. Thus the effectiveness of employees in industries is often associated with
profits; effectiveness of academic staff in institutions of learning is assessed by quality of passes
of their students.
4
Job performance of teachers is the professional execution of specific tasks as guided by the
curriculum and a set of rules or regulations that regulates the teaching practices of the teacher
pertaining to the standards of education. Most headteachers can possibly assess the effectiveness
of their teachers using behavioural indicators such as rate of absenteeism, response to
assignments, time taken to accomplish tasks, time management and staffs turn over rates,
Cheptoyek (2000). It is not easy to assess the effectiveness of employees quantitatively.
Equally so, the areas of supervision mentioned in the Teachers’ Code of Conduct (Wandira,
1996) include: lesson preparation, schemes of work, the teaching/learning process in the
classroom, evaluation of students, organization and supervision of extra curricular activities, and
involvement in other school activities that offer professional growth and meet educational goals.
The headteachers’ interactions with the teachers during the supervisory process, therefore,
should aim at providing the teachers with ego support in the above-mentioned areas.
Supervisory role is defined by http://www.novascotialife.com as responsibilities or tasks that are
performed to lead teams on specific projects, work assignments or in day-to-day operational
activities. Therefore, in the school setting, there are activities that a headteacher carries out in the
institution’s teaching/learning process
to
achieve educational
goals.
A headteacher
http://en.wikipedia.org/wiki/Head_teacher, (headmaster or headmistress, or often referred to simply
as the head) is defined by Wikipedia as “the most senior teacher and leader of a school in the
United Kingdom and elsewhere.”
The headteachers’ supervisory role is therefore defined by Wikipedia as a solid technical skill
used to demonstrate leadership by developing and influencing other teachers in the school.
5
Headteachers are charged with the responsibility of executing the professional code and
wikipedia of http://www.novascotialife.com (2002) explains that future career development may
focus on strengthening leadership and managerial skills and building relationships with clients,
professional groups, and senior leaders within the organization.
By definition, a supervisee is a person who is not yet ready to practice independently and a
supervisor is a person who has the knowledge and skills to guide the supervisee on what is to be
done to ensure growth and development (Harrar, VandeCreek, & Knapp, 1990). Supervision
according to Glickman (1990) focuses on direct assistance aimed at improving classroom
instruction; a focus for future improvement.
In this study however, supervision shall be defined as a procedure of using skills and knowledge
to provide self esteem to teachers and a way of solving classroom problems to help the teachers
grow and develop as professionals and persons. The supervisory role shall be defined as a
decision-making or administrative task or responsibility carried out to offer direct assistance
geared towards improving performance and promote professional advancement.
The headteachers’ supervisory role therefore shall be defined as the administrative or decisionmaking task or responsibility performed by the head of a school geared towards directly assisting
teachers to improve instruction and develop professional competencies. A teacher shall be
defined as a person who has successfully completed a course of training approved by the
ministry responsible for education and has been entered on the register of teachers.
6
Performance is defined as the carrying out, execution, or practice of a plan, a method, or any
design for doing something (www.novascotilife.com, 2002). As such, performance is the action
that must follow any preliminary thinking in order for something to actually happen. Therefore,
for the teachers’ job performance to be guided in the process of teaching and learning,
headteachers are expected to carry out preliminary thinking and consultation before making
decisions.
Based on the previous definitions, the teachers’ job performance is defined by the researcher as a
professional execution of specific tasks as guided by the curriculum and a set of rules or
regulations that regulates the teaching practices of the teacher pertaining to the standards of
education. Teaching practices are the activities or procedures that a teacher engages in to enable
him/her prepare and execute an effective lesson in the classroom such as schemes of work,
lesson plans, plan and organization of teaching/learning aids prior to the lesson.
According to this study, a school shall be taken to be a post primary educational institution
registered by the Ministry of education and sports and to which the professional code applies.
Questia Media America, Inc. www.questis.com defines the professional code as a set of rules or
regulations that is promulgated by a body (as a professional organization) and that regulates its
industrial or professional practices (ABA Code of Professional Responsibility).
According to Smith (1996), supervision was found in the growth of charitable social agencies in
Europe and North America during the nineteenth century and it involved the recruitment,
organization and oversight of a large number of volunteers and later paid workers. Petes (1967:
7
170) pointed out that part of the overseer’s job was to ensure that work was done well and to
standard, and this could be viewed as an administrative task. Howley & Pendarvis, (2002)
suggested that in order to reduce pressures for headteachers, there is need to provide professional
development programmes that enable new administrators to meet challenges of educational
leadership, and this involves supervision.
Stark, J.S. et al (1986) observed that to conduct oneself as a professional (exhibiting
“professional behaviour”) would indicate that the person’s actions remain in accordance with
specific rules, written or unwritten, pertaining to the standards of a profession. In Uganda, the
rules and regulations pertaining to standards of education include the teachers’ code of conduct,
education acts, legislative instruments, executive instruments, policy guidelines and
administrative instructions and directives. The laws and regulations are operationalized through
policy guidelines which are issued by the Ministry of Education and Sports and other authorities
in form of administrative instructions, directives and circulars.
In supervising, the headteachers give direction to the institution and teachers basing on the
professional code of conduct. This should be geared towards enhancing the teachers’ job
performance in the institution. Lubanga (2004) confirms this when he observed that it is the duty
and responsibility of headteachers to acquire copies of and acquaint themselves with the Uganda
government standing orders, and under obligation to ensure that the staff are aware of their
rights, privileges, obligations and responsibilities.
Amanya Mushega (1992) quotes the education policy review commission report (1987) on
8
teachers and teacher education that,
“…no education system can be better than the quality of its teachers, nor can a country
be better than the quality of its education hence it is the quality of teachers which
ultimately determines the lot of the nation.”
The dynamic society requires that teachers acquire professional advancement and growth in
order to fit in the fast developing world. This is emphasized by Glickman (1990) when he noted
that the supervisory goal of headteachers is to improve classroom and school instruction by
enabling teachers to become more adaptive, more thoughtful, and more cohesive in their work.
Kadushin (1992) observes that in administrative supervision, the primary goal is to ensure
adherence to policy and procedure. The headteachers are given authority to supervise the
teachers in ensuring the correct, effective and appropriate implementation of agency policies and
procedures.
There are variations among secondary schools in Jinja district, which should be accepted as
inevitable in the supervisory process. According to Ssemakula’s (2001) presentation to
headteachers undergoing induction, he noted that headteachers are expected to ensure
conformance of individuals or groups of teachers to the code of behavior established by the
teaching service. It is against this that the headteachers in the district tend to experiment and
adopt variety of procedures and approaches while at the same time making attempts to meet
national standards.
9
Headteachers as supervisors hold what Max Weber (1947) describes as rational-legal authority
and therefore their actions must be seen as legitimate in which they represent the interests of the
ministry and safeguard the quality of service offered. According to Smith (1996), supervisors
may be in position to effectively impose their requirements on supervisees through the threat of
sanctions such as ‘bad’ assessment or allocation of unrewarding work. Such actions may not be
viewed as legitimate by supervisees and other interested parties hence questioning the
headteachers’ authority.
Loyalty, that can only be tapped through informal authority, helps to tap the energies of
subordinates outside what Chester Bernard (1947) refers to as the bureaucratic zone of
indifference and enlarge one’s authority base. This may be achieved through influence and logic
of confidence (Goffman, 1983). Thus resonates the ‘scratch my back I scratch yours attitude.’
Teachers have the instructional competence in their areas of specialization and by not inspecting
their instructional activities, the headteachers exploit the teachers’ professional autonomy and
increase teachers’ commitment or considering that teachers are technical expert who could be
consulted before making decisions that affect them. This is what Kadushin (1992) refers to as an
approach that stresses conversation and a concern for fostering an environment in which workers
can take responsibility for their own actions.
That is why Sriyan de Silva (1997) cautions that legislation and regulation imposed by the state
should also leave a sufficient margin of flexibility to allow adaptation. A headteacher is defined
as the leader or first in command of an educational institution. A headteacher is defined by the
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Wandira report (1996) as the person who is a teacher in charge of a school. He /she is the
accounting officer of all the activities in the school and reports directly to the commissioner in
charge of education at that level, e.g. secondary.
Stark, J.S, et al (1986) noted that even when professional educators express strong interest in
fostering attitude like long term career awareness, professional identity, and ethical standards,
discussions primarily focus on providing opportunities for these attitudes to develop.
However, the increasing exponential expectations placed on teachers with their role
encompassing not only teaching specific content and mentoring students in the love of learning
but functioning as frontline social workers has changed the direction of the role of headteachers
and teachers in schools. Schmidt (2003) observed that traditionally, headteachers were expected
to do as they were told; reacting to the directives given by the central authority. However, this is
contrary to the supervisory role where headteachers are expected to support and motivate the
teachers to develop professionally.
A review done in primary schools in England 1994 – 1998 (http://www.aarchive.official)
revealed that headteachers must take a leading role in ensuring the quality of curricular
provision. It was observed that schools with the best performance have effective systems of
monitoring, characterized by lesson observation and feedback by the headteachers; scrutiny of
pupils’ work, teachers’ planning and assessment of data; and assisting with the setting of
objectives and planning. Glickman (1990) expressed the importance of the level of growth and
development of the employees and their ability to use their knowledge and skills.
11
According to the Wandira report (1996) supervision of teachers in Ugandan secondary schools
entirely rests on the shoulders of the headteachers, assisted by the deputy headteachers, heads of
departments, and the directors of studies. The inspectors of schools together with the Education
Standards Agency (ESA) now Directorate of Education Services (DES) is charged with
monitoring and evaluating the quality of education provided (The Government White Paper,
1992). The supervision is directed towards achieving professional advancement, personal growth
and instructional competence. However, Otyek (2009), in his presentation to teachers’ staff
training workshop, argues that teachers need to be self motivated to achieve professional and
personal advancement.
Wandira report (1996) defines an Education officer in the statutory statements as a person who
deals with issues affecting the implementation of educational programmes in schools at district
or municipality level. Heads of departments are defined by Mulongo (2008) as the middle
managers in an educational institution. This study shall look at a head of department as a teacher
who is accountable for all teachers of a particular subject, according to specialization.
The headteachers are guided by the professional code of conduct that forms part of the teachers’
statutory instruments No. 12, 1996 (the teachers’ code of conduct) creating unity and patriotism
among all the teachers. This regulates behaviour and work practices of teachers and headteachers
in secondary schools in an attempt to provide direction and meet educational goals.
In Uganda, the education sector is the most complex with the teachers’ roles becoming
extraordinarily complex by the day and straight forward solutions to educational problems are
12
frequently impossible to come by. Shedd and Bacharach (1991) noted that teachers’ roles require
instruction, counseling, and supervision of students who are highly variable in their needs and
capacities. They further observed that teaching involves great unpredictability, calling for
sensitive professional judgment by the person on the scene rather than top-down direction by a
distant authority.
1.3
Contextual perspective
Over the years, complaints have ensued among the teachers on the role of headteachers in the job
performance of secondary school teachers in nurturing and mentoring their subordinates.
Headteachers in senior secondary schools in Jinja District are charged with a duty of ensuring
that the teachers get professional guidance and counseling for professional growth and
development. The hierarchical position of the headteacher warrants that they as supervisors of
teachers are supervised by the district education committee. Headteachers supervise the teachers
and are themselves not under the supervisory authority of the district administrators, but only the
ministry of education.
In monitoring the teachers’ job performance in relation to the code of conduct that governs them,
there is no straight forward lay out for headteachers as the stake holders are many; students,
teachers, parents, communities, planners, managers, politicians, the public sector, international
funding agencies and well wishers, each with their different expectations. School heads are
appointed directly from the classroom and are hardly prepared for their management and
professional responsibilities, of which supervision is one of them.
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The Ministry of Education and Sports has introduced induction programmes but these induction
programmes have not been followed by adequate training to address individual needs of
headteachers. In his address to the newly appointed headteachers, the commissioner for
secondary education, Nsubuga (2002), noted that quality of education in Africa and Uganda in
particular depends to a large extent on our capacity to address both professional and management
problems.
Headteachers develop relationships and environments that enable people to work together and
respond to change in a circumstance where there are no promotional ladders in the teaching
service, no recognition and experience does not make any meaningful difference between the
teachers.
The resultant frustration of teachers reflected in the teachers’ low performance in various areas
within their prescribed professional duties could be symptomatic of the headteachers’
unsatisfactory supervisory role in secondary schools, especially in secondary schools in Jinja
District. The growing resistance by teachers towards preparation of lessons leading to lack of upto-date lesson notes (use of yellow pages), lack or late preparation of schemes and records of
work, high rates of absenteeism and late coming, and general poor performance reflected by the
students’ grades in the schools may be in quest for recourse to administration.
In supervising the teachers’ job performance vis-à-vis the implementation of the professional
code laid down by the Ministry of Education and Sports, the headteachers tend to ignore the
human aspect of staff problems and building work groups with high performance. In
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implementing directives from circulars on teaching load and curriculum, headteachers have
concentrated on ensuring that teachers are overly employed with a load of not less than 24
lessons a week and other extra curricular activities leading to duplication of work and therefore
conflicts arise. For example, several schools have a deputy in charge of academics, a director of
studies with an assistant at advanced level and a director of studies in ordinary level with an
assistant, all charged with a duty to ensure academic achievement without specified boundaries.
This is supported by Nsubuga (2002), in his address to headteachers, when he emphasized that
high rates of untrained and unappointed headteachers have greatly contributed to the poor
working conditions which have resulted into wide spread frustration and low morale of teachers.
Suffice to say the introduction of induction workshops for newly appointed headteachers arose
out of this need.
The primary goal in educational supervision is to dispel ignorance and upgrade skill. This
presumes that the supervisee is ignorant and/or incompetent regarding the knowledge, attitude
and skills required to do the job. However, professional teachers resent constant reminders of
their dependence on their supervisors. They enjoy having some control over the means by which
they perform their duties such as the teaching/learning process, making the schemes of work and
lesson preparations. Quite often, in performing their supervisory roles, headteachers underrate
the honesty, helpfulness and common sense of teachers replacing it with controlling and
directing that frustrates them and this could be the cause for malicious obedience and sometimes
what the White Paper describes as seeking recourse to administration.
15
It is against this background that the researcher is prompted to ask whether the supervisory role
of headteachers influences the teachers’ job performance in secondary schools. Could it be
possible that the teachers are ignorant of the relevance of the schemes of work and lesson plans
in regard to their teaching practices in secondary schools or that the headteachers’ supervisory
skills do not balance the institutional and teachers’ needs in secondary schools in Jinja District?”
It is presumed that teachers could have remained disillusioned because they do not see any
meaningful gain or gratifying reward for the work they do. According to the White Paper (1992),
very good teachers have left the classrooms and have sought for jobs elsewhere outside the
profession and others have resorted to unbecoming habits like alcoholism, absenteeism and or
late coming.
1.4
Problem statement
Overtime, complaints have ensued among education stakeholders about the job performance of
teachers within Jinja District as measured by assessing of quality passes registered in these
schools basing on external examinations.
The minutes of the staff meetings and staff briefs held in secondary schools show that teachers’
have the barest minimum of commitment towards developing their teaching practices. The
circulars and other minimum documents aimed at improving education standards have
continually portrayed need to address increased tendencies of absenteeism, lack of lesson
preparations, lack of schemes of work or often made but not followed during the teaching
process, and dodging of lessons. This is continuously compromising the ethics of the teaching
16
profession. Teachers have resorted to retiring from the profession with no hope for professional
advancement rather than embrace and fully participate and own up school programmes and
activities as something cherished not only for their professional growth and development but a
means to achieve institutional goals.
It is not yet established whether a relationship exists between the above-mentioned factors
affecting teachers output and the headteachers’ supervisory role in secondary schools within
Jinja District. This prompted the researcher to carry out a study with a view of understanding
how the supervisory role of headteachers influences the job performance of teachers in
secondary school in Jinja District.
1.5
Purpose
The purpose of this study was to examine the supervisory role of headteachers in the job
performance of teachers in secondary schools in Jinja District.
1.6
Objectives
The objectives of the study were:
1. To find out how the headteachers’ supervisory role contributes towards the development
of teaching practices of teachers in secondary schools in Jinja District.
2. To find out how the headteachers’ supervisory role enhances teachers’ professional
competencies in secondary schools in Jinja District.
3. To establish how the headteachers’ supervisory role contributes towards the teachers’
motivation in the teachers’ job performance in secondary schools in Jinja District.
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1.7
Research questions
In view of the background to this study and review of the related literature, the study sets to
answer the following research questions:
1. How does the supervisory role of headteachers contribute towards the development of
teaching practices in senior secondary school in Jinja District?
2. How does the supervisory role of headteachers enhance teachers’ professional
competencies in senior secondary schools in Jinja District?
3. How does the supervisory role of headteachers contribute towards teachers’ motivation in
the teachers’ job performance in senior secondary schools in Jinja District?"
1.8
Scope
The study was based in Jinja District which is found in Eastern Uganda, in Busoga region along
the shores of Lake Victoria and the home to the source of the Nile. At the time of the study, Jinja
District comprised of a total of 13 government-aided schools and 60 private owned secondary
schools registered by the Ministry of Education and Sports. 66 of these schools are coeducational schools, 4 are girls’ only and 3 boys’ only secondary schools.
The study sought to establish the contribution of Headteachers as supervisors in enhancing the
teachers’ job performance through professional growth and development in secondary schools in
the District. It focused on how the headteachers’ supervisory role affects the teachers’ job
performance in secondary schools in Jinja District. This specifically involved establishing the
supervisory factors and their contribution towards the development of the teachers’ teaching
practices, professional competencies, and teachers’ motivation in their job performance
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1.9 Significance
When read, the findings of this study are likely to be helpful to the following education stake
holders, namely, policy makers, teachers, headteachers, Inspectors of schools in Jinja District,
Jinja District Education Officers, and Ministry of Education and Sports officials.
It is hoped the policy makers together with the Ministry of Education and sports officials will
amend and set policies that articulate teachers’ needs and institutional interests to create harmony
in achieving educational goals. On the other hand, the teachers shall appreciate the role of
headteachers in ensuring professional growth and together with the headteachers they will
appreciate the importance of laws and procedure in carrying out their duties.
It is also hoped that the Jinja District Inspectors of schools and Education officers will benefit
from the study through knowing the best and most effective approaches to support teachers and
headteachers in secondary schools in order to enhance professional and institutional growth.
It is further hoped that the information will be used by other researchers as a basis for further
research.
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CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.0
Introduction
This chapter prevents the theoretical review, conceptual framework and the study related
literature. The review of literature is done in subsections which are based on the study.
2.1
Theoretical Review
Research shows that various scholars (Glickman, 1990; Boyer, 1988; Bradley & Ladany, 2001;
Benard & Goodyear, 1998;) have carried out research on the importance of supervision from
many different perspectives. All these view human resource as an important factor in the
determination of the direction of the organization. McGregor’s theory X (1960) believes that
man is a loafer and must be pushed through supervision that uses top down administration that is
authoritative to get some work out of him.
Kreitner (1995) observes that Weber’s bureaucratic theory (1930-1950) focused on dividing
organizations into hierarchies, establishing strong lines of authority and control that was viewed
by the human relations movement as alienating the supervisory employees from their supervisors
by ignoring the human aspect of employment. On the contrary, McGregor’s theory Y believes
that subordinates work hard, are cooperative and have positive attitudes which Robbins &
Coulter (2002) pointed out that he agrees with Herzberg’s (1974) two factor theory that
emphasizes that satisfaction comes from achievement, recognition, advancement, responsibility,
the work itself and growth responsibilities.
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The report from the Common Wealth Secretariat (1995) pointed out that educational institutions
are basically authoritarian establishments that teach their clients to learn taking instructions. In
Uganda, the Ministry of Education and Sports statutory statements (1996) give the headteacher
legal and bureaucratic authority to issue instructions and be obeyed. According to Harris (1975),
headteachers of old were looked upon as foremen who through their close supervision helped to
compensate for ignorance and lack of skills of their subordinates to take over class on occasion
and demonstrate how the job was done. Harris further pointed out that Blau and Scott (1962)
argue that legal authority cannot command the subjects’ willingness to devote their ingenuity and
energies to performing to the best of their abilities.
A review done in primary schools in England 1994 – 1998 (http://www.aarchive.official) reveals
that headteachers take a leading role in ensuring the quality of curricular provision. It was
observed that schools with the best performance have effective systems of monitoring,
characterized by lesson observation and feedback by the headteachers; scrutiny of pupils’ work,
teachers’ planning and assessment of data; and assisting with the setting of objectives and
planning. Glickman (1990) expressed the importance of the level of growth and development of
the employees and their ability to use their knowledge and skills.
The headteacher needs to gain understanding of all the force and factors which contribute
towards supervision in secondary school. Depending on how well the supervisory role of
headteachers is embraced, the outlined outcomes can or can not be realized during the job
performance of teachers in senior secondary schools in the district.
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CONCEPTUAL FRAMEWORK
INDEPENDENT VARIABLE
Supervisory role
Classroom
observations
 
Plan,
design, organize
and support in
Delegation
of
responsibilities
service training of teachers
Developing
public relations
 
Organize
and monitor
instruction
 Provide, induct and appraise staff for
instruction
 Develop the curriculum and set goals
 Classroom observations
 Delegation of responsibilities to
teachers
 Developing public relations with
teachers
DEPENDENT VARIABLE
Job performance of teachers
 Termly schemes of work for the
teaching learning process
 Time table management by teachers
 Termly reports on learners’
performance
 Termly coverage of teaching syllabus
 Daily lesson preparations
 Rules and the teachers’ job performance
 Regulations and the teachers’ job
performance
 Annual appraisals
 Methodology employed in
teaching/learning process
 Content mastery and delivery
EXTRENEOUS VARIABLES






Availability of facilities like laboratories, libraries, etc.
Gender differences
Grade of school
Teachers’ teaching load
Availability of instructional materials
Socio-economic status
Fig. 2.1: Conceptualization of effect of the headteachers’ supervisory role on
teachers’ job performance in Jinja District.
The conceptual framework is drawn according Weber’s bureaucratic theory that established
strong lines of authority and control in organizations.
Interpretation of the conceptual framework
The conceptual framework outlined in fig. 2.1 above points out the functions of the headteachers
22
through which they are mandated to carry out the supervisory role in secondary schools in the
district. From the theoretical point of view, these functions have the following implications on
the teachers’ performance in and out of the classroom, that is: scheming, time table management,
lesson preparations, lesson planning, methodology used, evaluation through Termly assessment
and making reports, appraisals and observation of professional rules and regulations. The above
are enhanced by the functions of supervision implying, planning, designing, organizing and
supporting in-service training of teachers,  organizing and monitoring instruction, providing,
inducting and appraising staff for instruction, classroom observations, delegation of
responsibilities to teachers, and developing public relations with teachers.
The district inspectors of schools, directorate of education services and district education officers
monitor to ensure quality control. It highlights the elements in the teachers’ job performance that
the headteachers are expected to address and the achievement of the intended services when all
factors are at play in secondary schools in the district. In turn, the above may be impacted by
other factors such as availability of facilities like laboratories and libraries, gender differences,
grade of school, teachers’ teaching load, availability of instructional materials, and socioeconomic status
2.2
The supervisory role of headteachers on the development of teaching practices in
secondary schools in Jinja district.
Supervision involves appropriate recognition of teachers’ abilities. When headteachers assign
them with responsibilities, it encourages teachers to know that they can be depended upon and it
gives a clear direction for their work in the school. Nsubuga (2001) observes that high rates of
23
untrained and unappointed headteachers have greatly contributed to the poor working conditions
which have resulted into wide spread frustration and low morale of teachers.
Like all human beings, teachers are not static in their levels of thinking and motivation. This is
supported by Glickman (1990) in his observation that a supervisor uses skills and techniques that
enable teachers to develop individually and collectively the characteristics of individuals against
influence of work environment and the teaching profession. As a counselor, the supervisor helps
and discusses the employees’ personal problems that affect their job performance.
Garubo and William (1988) argue that the supervisory process provides workers with ego
support and is a way of solving classroom problems in order to help them to grow and develop as
professionals and persons. In the supervisory process, the headteachers use their skills and
knowledge of human behaviour and the group process to enable teachers to increase their
effectiveness and sensitivity in the classroom. Their knowledge of learning environments and
theory, understanding of human development, and experience is brought into practice.
However, Lashway (1996) quotes Joseph Shedd and Samuel Bacharach (1991) who noted that
teaching involves great unpredictability and calls for sensitive professional judgment by the
person on the scene rather than top-down direction by a distant authority. Headteachers make
their own assessment of the individuals and groups being supervised and make strategies to meet
the statutory requirements through locally derived policies and regulations rather than strict
adherence to the stipulated measures.
24
According to Elsbree and Reutter (1992), the history of school supervision and its hierarchical
relationship was not viewed as a strategy of helping teachers to teach better and more effectively
but rather has been such that headteachers were viewed as foremen who, through close
supervision, helped to compensate ignorance and lack of skills of their subordinates by taking
over classes on occasions and to demonstrate exactly how the job should be done.
But Glickman (1990) argues that research done by Dornbush and Scott (1975) and Natriello
(1982) has shown that teachers who receive the most classroom feedback are also most satisfied
with teaching. Glickman (1990) further observed that when the task is one of getting the teacher
to meet a prescribed level of performance, whether established by school administration, central
office, school board of principals, the procedures used for working with teachers are less
supervisory and collegial and are administrative and directive.
The four technical skills identified by Glickman (1990) that are used in supervision are planning
and assessing, observation, researching, and evaluation. These, if effectively used, can coerce,
persuade, re-educate or facilitate teachers to increase their control over instructional
improvement and for this case, adhering to the requirements of the professional code. If the
headteachers’ attitude is of catching people doing things wrong, the employees resent them
because their attitude conflicts with their esteem needs.
It is against this background that Wandira (1996) in the amended regulations, part (iv) subsection
(1) of the teachers’ code of conduct, noted that as a teacher and leader of the teaching profession,
a headteacher should set a good example in the strict observance of all provisions of the code. As
25
a supervisor therefore, the headteacher is expected to set effective collegial supervisory sessions
to address professional growth for the teachers over aspects that are likely to cause discontent
and friction between teachers and headteachers.
Teachers have a high degree of autonomy supported by professional norms that are referred to by
Goffman (1982) as logic of confidence. These set limits to the application of legally based
authority in secondary schools. Headteachers cannot always rely on their positional authority to
direct and get things done. This is what Blau and Scott (1962) argue that legal authority cannot
command the subject’s willingness to devote their ingenuity and energies.
The specialized functions of individuals in the school demand for independence through
systematic collaboration in a comprehensive organizational framework to meet the institutional
objectives. This calls for a clear understanding of all the forces and factors which contribute
towards governance of schools and are expected to build teams and assign responsibilities to
teachers to generate loyalty to authority.
McGregor (1960) in his theory X explains that workers naturally hate work and would do
anything to avoid it, calling for the need for directing and controlling. His theory Y however
notes that unless a worker’s needs are satisfied, there is a tendency for them to become resistant,
antagonistic and uncooperative, to the detriment of the institution. The emphasis laid on the
importance of human factor in a work situation that explains the desire for human beings to have
freedom to make their own decisions and set strategies on how best they can achieve them.
26
2.3
The
Headteachers’
supervisory
role
in
enhancing
teachers’
professional
competencies in senior secondary schools in Jinja district.
George T. Williams et al (1986) of the citadel Faculty Council and Academic Board cited
commitment, professional relationships, competence, classroom environment, and, evaluation
and assessment as the most important factors in the job performance and the professional
standards in institutions of learning.
According to Schmidt (2003), the professional standards are not new contractual obligations
forced onto teachers, but rather legal requirements that describe general guidelines, expectations,
and aspirations for teachers to maximize professional effectiveness. This is supported by
Ssemakula (2001) when he observes that headteachers are expected to ensure conformance of
individuals or groups of teachers to the code of behaviour established by the teaching service.
Lashway Larry (1996) hastens to add that facilitation creates a collaborative, change-oriented
environment in which teachers can develop leadership skills by pursuing common goals,
producing a democratic workplace that embodies the highest ideals.
Rules and regulations in a profession are geared at providing a guideline in setting and observing
standards that are required in achieving institutional and national goals and objectives of
education. Wandira (1996, pg 2) emphasized teaching with diligence, honesty and regularity,
and, objectively without bias. They observed in part (iii) subsection3 (i) of the professional code
that,
“… a teacher shall at all times live up to the highest standards of the profession and
avoid any conduct which may bring the profession and the service into disrepute.”
27
This includes immoral behaviour and uncontrolled drinking among others.
In part (viii) subsection 8(i) Wandira report (1996) stipulated that it is the duty of every teacher
to observe and respect this code and to report any breach to the appropriate authorities. Lack of
involvement of teachers makes them uncooperative and it yields a lot of friction between the
teachers and the headteachers, not to mention the peers. Teachers often put resistance towards
the fulfillment of the requirements of professionalism such as making of lesson plans, schemes
of work, and records of work.
Wandira report (1996), argues that in the process of observing standards, the headteachers are
expected to report factually and objectively on members of his/her staff on matters required in
annual confidential reports or when assessing a teacher’s capability as to post of responsibility
applied for or when reporting any breach of the code or any regulations issued from time to time
to the competent authorities. This includes strong points and weak points of every teacher in
regard to the expectations as stipulated in the rules.
In their observation, Deal and Peterson (1994) pointed out that hierarchy tends to diminish
creativity and commitment. This is supported by Glickman (1990) in his observation that
national concern has resulted in more legislated requirements for schools as opposed to the
supervisory requirements. He quotes the Carnegie foundation survey directed by Ernest Boyer
(1988) that teachers feel largely bypassed and the regulations have added more paper work and
increased bureaucracy. The result has been that even with more financial benefits, teachers’
28
morale and satisfaction has been seriously eroded.
Regulations have added more paper work and bureaucracy has increased in secondary schools.
Teaching conditions have gotten worse, and in the process, morale has gone down. Examples of
these are the white paper, the education review commission report, statutory instruments,
minimum standards and continued circulars that sometimes are not understood by headteachers
not to mention their correct interpretation. This is what Glickman (1990) refers to as the
conditions that create teachers who quit teaching becoming dead souls, without vision, without
ideals, without hope that things will get better.”
Lashway Larry (1996) observes that previously headteachers were asked to become instructional
leaders who exercise firm control by setting goals, maintaining discipline, and evaluating results.
The institutional policies and regulations set to govern the school system can therefore motivate
or demotivate the teachers, depending on how the headteacher implements them. Locke (1983)
confirms this when he noted that policies can hinder or increase individual opportunities through
which self actualization can be achieved.
A study carried out by Karst (1987) on 150 highly competent teachers revealed that teachers
found their avenues of growth outside of the normal in-service and professional development
routines. He hastens to add that it was amazing how silently most teachers felt about school and
district philosophies that included no serious organizational plans for dealing with their
professional aspirations and development.
29
There is need to break the silence with the way in which teachers do their professional work.
They may be available in the classrooms without being accessible by students. This is supported
by Glickman (1990) in his observation that leaving classroom teachers alone and unobserved
without professional consultation and without school resources tailored to their unique needs is a
statement that teaching is unimportant.
2.4
Supervisory role of headteachers and how it enhances motivation of teachers in the
job performance in secondary schools in Jinja district.
Supervision according to Schmidt (2003) provides a bridge from the acquisition of knowledge
about human behaviour to the implementation of the skills necessary to promote behaviour
change and sobriety by effectively engaging a client in counseling. As part of supervision, a
headteacher is expected to be a role model to the teachers. To conduct one self as a professional
would indicate that the person’s actions remain in accordance with specific rules, written or
unwritten, pertaining to the standards of a profession.
The resource materials for school heads designed by a team in Ghana on the governance of
schools observes that the need for efficient management of schools has placed much more
emphasis on the nature and quality of the work of headteachers as the leaders of a team of
professional educators. Therefore, the dynamic supervisory role of headteachers faced with the
increasing pressures in educational institutions as observed by Lumsden, Linda (1998, pg 1)
quote Parks (1983) who was prompted to ask,
30
“How does one compensate professionals for inadequate books and supplies, large
classes, disruptive students, public criticism, limited assistance, increased duties and
the lowest salaries paid to highly educated personnel in the nation? How does one lead
a group in which morale is so low…that many would leave if something better comes
along or are undecided about staying?”
However, Glickman (1990) observes that direct assistance if separated from formal evaluation
will help teachers confide, improve and move with each other toward collective action. This is
supported by Lumsden (1998-03-00, pg 1), in her observation that by treating teachers in a way
that empowers them, such as involving them in decisions and policies and practices, and
acknowledging their expertise, administrators can help sustain teacher morale.
Bernard and Goodyear (1992) argue that to be diligent to ensure informed consent, the
supervisor must: (1) be confident that the counselor has informed the client regarding the
parameters of counseling; (2) be sure that the client is aware of the parameters of supervision,
evaluation criteria, and other expectations, done during pre-conferencing.
Headteachers are expected to maintain objectivity in professional judgment and evaluation of
colleagues (Schmidt, 1994). The profession regards them as having a higher level of maturity
and reasoning than the rest of the teachers they are heading and therefore are not expected to
allow personal differences to interfere with professional judgment and /or performance or to
jeopardize the best interests of students for whom they have a professional responsibility.
31
Ethics and law have become intermingled as a result of increase in litigation. Bernard &
Goodyear (1992) observed that ethics charges headteachers with a standard of practice
sanctioned by the profession while legal statutes define a point beyond which they may be liable.
The headteacher is restricted in his actions as observed in part (vi) sub-paragraph 3 subsection
(n) of the statutory instruments. Wandira (1996) mentions it here that the headteacher should not
take it upon him / herself to physically punish a teacher involved in the breach of this code or
any other regulations in force but use all avenues open to him/her to report such breaches to the
appropriate authorities for action. These include warnings and involvement of higher authorities;
say commissioners or school boards, in writing, see Establishment notice No.4 of 2009. This is
supported by Harrar, Vandecreek & Knapp (1990), who observed that what has not been written
has not been done.
However, the increasing exponential expectations placed on teachers with their role
encompassing not only teaching specific content and mentoring students in the love of learning
but functioning as frontline social workers has changed the direction of the role of headteachers
and teachers in schools. Schmidt (2003) observed that traditionally, headteachers were expected
to do as they were told; reacting to the directives given by the central authority. However, this is
contrary to the supervisory role where headteachers are expected to support and motivate the
teachers to develop professionally
It is against this background that the researcher sought to find the facts and views of the
Headteachers and teachers in secondary schools in Jinja District on how best the supervisory role
can enhance the job performance of teachers to meet both institutional and individual goals.
32
CHAPTER THREE
RESEARCH METHODOLOGY
3.0
Introduction
This chapter focused on the research design, selection of schools, and procedures for sampling
and selecting the subjects that were used in the study, the instruments used to collect data and
how their validity and reliability was established. It also includes the procedure for collecting
data and later analysed. These are as discussed below:
3.1
Research design
A cross sectional survey design was used to carry out research in secondary schools in Jinja
district. This is because the teachers’ job performance is assed against set standards that are
monitored by a cross section of players that include the educational officers, inspectors of
schools and the headteachers. This design provided views and facts from various subjects that
included headteachers, teachers, inspectors of schools and education officers concerning the
status and nature of the problem at the time of investigation. The researcher intended to draw a
current picture concerning the supervisory role of headteachers and the teachers’ job
performance in secondary schools in Jinja District.
3.2
Selection of schools
Jinja district had 79 (seventy nine) secondary schools at the time the research was conducted.
Samples of schools were drawn from eight government – aided and sixteen private schools to
which the professional code applies (registered by the Ministry of Education and Sports).
22(twenty two) government and private schools that are boys, girls and mixed schools were
33
selected to form the sample. Private schools that are founded and registered according to the
Ministry of Education and Sports regulations were selected by random sampling because they
were presumed to be monitoring teachers’ job performance basing on the teachers’ professional
code of conduct. Details are in the table on the next page.
Table 3.1: Selection of schools for the research study.
Category of schools
Type of school
Government
Private
Sample
Total
selected
Girls’ secondary schools
2
2
4
4
Boys’ secondary schools
2
-
2
2
secondary 4
12
16
73
8
14
22
79
Mixed
(co-educational)
schools
Total
3.3
Sampling procedures
Purposive random sampling method was used to select the sample of study because it was
believed that the various categories of schools have teachers and headteachers that are bound by
the professional code of conduct and the rules and regulations governing the standards set by the
Ministry of Education and Sports. The study comprised of three (3) categories of schools and
each category was given equal chance of being selected to participate in the study to control
selection and gender related biasness of samples. Government aided girls, government aided
boys, and mixed or co-educational schools were included in the samples. This was to provide a
34
researcher with a good representation of schools and hence increasing on reliability and validity
of finding.
3.4
Selection of subjects
The subjects comprised of headteachers, teachers, education officers and inspectors of schools.
The parent population had a total of 1,643 teachers, 78 headteachers, 2 education officers and 5
inspectors of schools. Headteachers and teachers were randomly sampled from the various
categories of secondary schools that are registered by the Ministry of Education and Sports. To
arrive at the number of teachers selected, 25% of the total number of teachers in a school was
used since the recruitment varied according to size of the school. Inspectors of schools were
purposively selected because they are the officers charged with the responsibility of ensuring
standards are maintained in secondary schools whereas the District Education officers were all
selected because each represents the district and Jinja Municipality. The District Education
Officers and Inspectors of schools are the main actors in monitoring the teachers’ job
performance in secondary schools in Jinja District. These respondents are as shown in the table
3.2 below.
Table 3.2: Selection of subjects for the study
Subjects
Total
Selected
Percentage
Headteachers
78
22
30.8
Teachers
1643
410
25
Education Officers
2
2
100
Inspectors of schools
5
2
40
35
3.5
Data Collection Instruments and Methods
The interview guide, questionnaires and documentary review were used to gather information
from the selected samples in the different parts of the district as explained below.
3.5.1 Interview guide
These were given to the district education officers and inspectors of schools to get information
concerning their involvement in the headteachers’ execution of their supervisory role in
secondary school in Jinja district. This instrument was used because it provides the researcher
with a one-on-one discussion that leads to acquisition of detailed information from the
respondents as they provide clarifications to responses made by the interviewees.
3.5.2 Questionnaires
Two sets of questionnaires (see appendix i and ii) were designed, one for the headteachers who
are charged with the duty of supervision and the other for the teachers who are the supervisees.
These consisted of open ended items, designed to find out how professional ethics is executed in
secondary schools in Jinja district. Questionnaires were preferred because the researcher was
dealing with large and elite group of people that spread through the district and they allow the
respondents ample time and space to fill them at will without prior influence from the researcher.
The questionnaires were found to be easy to administer and a lot of information was gathered
within a short period of time. They also easily provided nominal values to the responses that
were given in order to draw data to answer the research questions. Both open and close ended
questions were designed to collect information from headteachers and teachers to find out how
36
their supervisory role influences the teachers’ job performance in secondary schools.
3.5.3 Documentary sources
The existing documents in the schools such as minutes of staff meetings, statutory statements
and circulars were used to enable the researcher follow the trend of events on supervision and
teachers job performance in the various schools. This provided a basis for the triangulation
method used to discuss the results got from questionnaires and interviews in case of any
deviations in the responses and possible causes of the variations from the supervisory role in the
teachers’ job performance.
3.6
Data Quality Control
The study’s data quality was controlled by use of the validity and reliability of research
instruments. Both validity and reliability of the study instruments were ensured as follows.
3.6.1 Validity
Validity is defined by Gay (2002) as the degree to which an instrument tests what it is intended
to test and what is officially acceptable. Validity of the headteachers and teachers’ questionnaire
and interview guide was assessed by the supervisor. The supervisor was given the questionnaires
and relevant questions in the questionnaire indicated. Later the questionnaires were given to the
supervisor and the relevant questions were indicated. These were then taken as judge one and
two in the judgment of relevant and irrelevant questions. A content validity index [CVI] was
calculated and given by the proportion of items that were found to be relevant and not relevant.
A value of approximately 0.88 for the headteachers’, 0.81 for the teachers’ questionnaires and
37
0.92 for the interview schedule was taken as being valid and therefore the researcher proceeded
to establish the reliability of the instruments.
3.6.2 Reliability
Reliability is defined by Gay (2002) as the degree of consistency or dependability of the
instruments in relation to what it is meant to test. A pilot study using the test-retest method was
carried out in the district of Iganga. A selected sample was given the questionnaires to answer
and responses were quantified to form percentages. After a period of two weeks the same
questionnaire was given to the same group of subjects and responses scored. The results obtained
at the two occasions were correlated using Pearson’s product moment co-efficient [r] to
determine the reliability of the items using the formula:
rxy =
∑xy
√(∑x2)(∑y2)
It was found to be approximately 0.96 for headteachers’ questionnaire and 0.99 for the teachers’
questionnaire. These correlations were high indicating that the instruments were reliable and so
they were assumed to be appropriate in the collection of data and so the researcher proceeded to
use them in the field to obtain data.
3.7
Procedure
The researcher, once the proposal was approved, started by obtaining an introductory letter from
the Dean’s Office School of Education, Makerere University. A survey was done to establish the
supervisory role of headteachers in the teachers’ job performance in secondary schools in Jinja
district. Permission was sought from the different categories of people using an introductory
38
letter obtained form the Dean’s Office School of Education in order to conduct the study with the
subjects. Documents used were obtained from the District education offices and from secondary
school headteachers. Instruments designed were used to collect data from the respondents.
Research assistants and audio tools were used to ensure consistence and accuracy in the data
collection from interviews and questionnaires. Minutes of staff meetings, statutory statements
and circulars were scrutinized to get necessary data. The researcher then proceeded to analyze
the data collected as shown below.
3.8
Data analysis
The study employed both quantitative and qualitative approaches in data analysis.
3.8.1 Quantitative data analysis
Statistical data were obtained from the questionnaires answered by the respondents using a rating
scale of either appropriate or not appropriate. The percentages were used to analyze the data by
scoring the standardized instruments and using tallies from open-ended questions to get
percentages that formed the nominal values. The results were used to verify the variables in order
to compare the observed results and the research questions in the study. Analysis of open ended
questions was done to explain the extent and causes of the variations/deviation in the teachers’
job performance.
3.8.2 Qualitative data analysis
The common themes emerging from the responses to structured questions were identified and
put in coding categories. Scheme of analysis was worked out following the coding categories.
39
Data from the interviews was used as verbatim quotations to show the responses to the questions
asked and their relevance to the study. Documents were also quoted to show what was taking
place on the ground at the time the study was done. Comparisons were made using the data
drawn from the interviews and documentary analysis with what would have been the ideal
situation. Analysis was done using descriptive method and implications drawn on how they
contributed to the study. This is as shown in the discussion of results in the chapter four.
40
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND INTERPRETATION
4.0
Introduction
This chapter discusses the findings of the data collected, its analysis and interpretation in relation
to the study objectives and the three research questions advanced in the study. It sets to test the
headteachers’ supervisory role in the teachers’ job performance in secondary schools in Jinja
district. The research questions included:
1. How does the supervisory role of headteachers contribute towards the development of
teaching practices in senior secondary school in Jinja District?
2. How does the supervisory role of headteachers enhance teachers’ professional
competencies in senior secondary schools in Jinja District?
3. How does the supervisory role of headteachers contribute towards the teachers’
motivation in the job performance in senior secondary schools in Jinja District?
4.1
Research Question one
This stated that, “How does the supervisory role of headteachers contribute towards the
development of teaching practices in senior secondary school in Jinja District?
This research question was designed to find out how the supervisory role of headteachers
contributes to the development teachers’ teaching practices exhibited in the classroom
teaching/learning process in secondary schools in Jinja district. The questionnaires were directed
to headteachers and teachers and interviews were conducted with the inspectors of schools and
education officers.
41
To answer this research question, the researcher used items 8-13 from section B of the
questionnaire for headteachers, item 6 (i) and (ii) of the structured questions and items 1-5 of the
interview guide for inspectors of schools and education officers. In addition to these, items 15,
19, 20, 21, 22, 24 and 25 from the teachers’ questionnaire were used to provide information on
what was on the ground.
From the scoring method of strongly agree, agree, undecided, disagree and strongly disagree, the
researcher used the results where agree indicated the supervisory role of headteachers contributes
greatly towards the teachers’ professional advancement and growth and disagree indicated that
the supervisory role of headteachers had no contribution towards the teachers’ professional
advancement. After scoring all the responses made by the sample of headteachers in the 22
secondary schools, the results obtained are as shown in tables 3 and 4.
42
Table 4.1: Headteachers’ views on whether the headteachers’ supervisory role contributes
towards the development of teaching practices among teachers in secondary schools.
Item
Responses
Strongly
N = 22
Agree
Undecided Disagree
agree
Identify competent teachers and
Strongly
Total
disagree
Freq
%
Freq %
12
56
4
8
38
11
freq
%
freq. %
freq
%
18 0
0
4
18
2
8
100
7
31 3
13
4
19
0
0
100
50
6
25 1
6
3
13
1
6
100
12
56
4
19 0
0
6
25
0
0
100
7
31
10
44 1
6
4
19
0
0
100
11
50
6
25 0
0
2
11
3
14
100
assign them responsibilities
Keep written records of individual
staff performance
Guide teachers on weak areas in
appraisal that need attention
Organize meetings and involve
teachers in making school
programmes
Periodical scrutiny of coverage of
teaching syllabus
Consult heads of departments on
teachers’ areas that require
improvement in teaching and
learning.
According to the headteachers’ views shown in table 4.1 above, results show that 56% (twelve)
strongly agree while 18% (four) agree that headteachers identifying competent teachers and
assigning them responsibilities contributes towards the development of teaching practices among
teachers while18% (four) disagreed and 8% (two) strongly disagreed.
On whether keeping written records of individual staff performance contributed towards the
43
development of teaching practices among teachers, 38% (eight) of the headteachers strongly
agreed while 31% (seven) agreed. However, 13%(three) of the headteachers were undecided
while 19% (four) of the headteachers disagreed with keeping written records of individual
teachers' performance contributing towards the development of teaching practices. This could
imply that keeping written records without follow up may not be very effective in promoting the
development of teaching practices among teachers in secondary schools.
On whether discussion with teachers in areas in appraisal that needs attention is an area in the
supervisory role of headteachers that contributed towards the development of teaching practices
among teachers in secondary schools, 50% (eleven) of headteachers strongly agreed while 25%
(six) agreed. On the contrary, 6% (one) of the headteachers was undecided, 13% (three)
disagreed while 6% (one) strongly disagreed to discussion with teachers in areas in appraisal that
needs attention as an area in the supervisory role of headteachers that contributed towards the
development of teaching practices.
On whether organizing meetings and involving teachers in making school programmes is one of
the areas in the supervisory role of headteachers that contributed towards the development of
teaching practices in secondary schools, findings revealed that 56% (twelve) of the headteachers
strongly agreed while 19% (four) agreed. However, 25% (six) of the headteachers disagreed to
with this observation.
On whether the periodical scrutiny of coverage of teaching syllabus was a supervisory factor that
contributed towards the development of teaching practices among teachers, results showed that
44
31% (seven) of the headteachers strongly agree while 44% (ten) agree. On the other hand, 6%
(one) of the headteachers was undecided and 19% (four) disagreed on the factor of periodical
scrutiny of coverage of syllabus. This led to confirming that periodical scrutiny of syllabus
coverage is one of the areas in the headteachers’ supervisory role that contributed towards the
development of teaching practices among teachers in secondary schools.
On whether consulting heads of departments on areas that require improvement in teaching and
learning contributes towards the development of teaching practices among teachers in secondary
schools, findings showed that 50% (eleven) of the headteachers strongly agreed while 25% (six)
agreed. However 11% (two) of the headteachers disagreed while 14% (three) strongly disagreed
to this notion that suggested that consulting heads of departments on areas that require
improvement in teaching and learning contributes towards the development of teaching practices
among teachers in secondary schools.
From the foregoing findings, the results show that more emphasis is laid on involvement of
teachers in organizing staff meetings and setting school programmes. Periodical scrutiny of
coverage of teaching syllabus was not taken seriously by headteachers and continuous
monitoring of teachers by the heads of departments is not effectively done and no reports given.
This implies that the headteachers may not be able to identify teachers’ areas that need attention
and this leaves a gap in providing adequate in-service training to enhance the development of
teaching practices among teachers in secondary schools.
The researcher also went ahead to find out the views of the teachers on whether headteachers’
45
supervisory role contributes to the development of teaching practices among teachers in
secondary schools and the views are presented in table 4.
46
Table 4.2: Teachers’ responses on the contribution of the headteachers’ supervisory role
towards the development of teaching practices among teachers in secondary schools.
Item
Responses
Strongly
Total
N = 410
Agree
Undecided
Disagree
agree
Teachers make schemes of work
Strongly
disagree
Freq
%
freq
%
freq
%
freq.
%
freq.
%
219
53.4
176
42.9
0
0
11
2.7
4
1
113
27.6
160
39
31
7.6
70
17
36
8.8
410
102
24.8
199
48.6
50
12.3
39
9.5
20
4.8
410
100
215
52.4
164
40
8
2
8
2
15
3.6
410
100
121
29.5
211
51.4
16
3.9
20
5
42
10.2
410
100
164
40
188
45.8
27
6.6
27
6.6
4
1
410
100
109
26.7
215
52.4
43
10.4
16
3.9
27
6.6
410
100
freq
%
410
100
and timetables at the beginning of
term
Headteachers involve other
100
teachers in assessing other
teachers’ abilities through
appraisals
Headteachers receive copies of
written records on teachers’
performance
Teachers contribute to agenda of
staff meetings and participate
actively in meetings
Heads of departments participate
in making decisions over issues
that affect teachers
The school aims and mission
statements give sufficient
attention to improving and
achieving high standards.
Teachers appreciate the role
played by the headteachers
towards their professional
advancement
47
From the results in table 4.2, on whether teachers make schemes of work and timetables at the
beginning of term, findings revealed that 53.4% (two hundred and nineteen) of the teachers
strongly agreed while 42.9% (one hundred and seventy six) agreed while 2.7% (eleven)
disagreed and 1% (four) strongly disagreed teachers make schemes of work and timetables at the
beginning of term in secondary schools in Jinja district.
On whether teachers are involved in assessing other teachers’ abilities through appraisals
findings showed that 27.6% (one hundred and thirteen) of the teachers strongly agreed while
39.0% (one hundred and sixty) agreed that other teachers are involved in assessing other
teachers’ abilities. However, 7.6% (thirty one) were undecided, 17% (seventy) disagreed and
8.8% (thirty six) of the teachers strongly disagreed that teachers are involved in the assessment
of other teachers.
However, on whether headteachers receive copies of written records on teachers’ performance
results showed that 24.8% (one hundred and two) of the teachers strongly agreed and 48.6% (one
hundred and ninety nine) of the teachers agreed. On the contrary, 12.3% (fifty) of the teachers
were undecided, 9.5% (thirty nine) disagreed while 4.8% (twenty) strongly disagreed to
headteachers receiving copies of written records on teachers’ performance.
Meanwhile, on whether teachers contribute to agenda of staff meetings and participate actively in
meetings findings showed that 52.4% (two hundred and fifteen) strongly agreed while 40% (one
hundred and sixty four) of the teachers agreed to contribute to agenda of staff meetings and
participate actively. However, 2% (eight) of the teachers were undecided about their contribution
48
to agenda; eight% (eight) disagreed while 3.6% (fifteen) strongly disagreed.
Furthermore, on whether heads of departments participate in making decisions over issues that
affect teachers, results revealed that 29.5% (one hundred and twenty one) strongly agreed while
51.4% (two hundred and eleven) of the teachers agreed. Contrary to this, 3.9% (sixteen) of the
teachers were undecided, 5% (twenty) disagreed while 10.2% (fourty five) strongly disagreed
that the heads of departments participate in making decisions over issues that affect teachers.
Equally important, on whether the schools aims and mission statements give sufficient attention
to improving and achieving high standards, findings showed that 40% (one hundred and sixty
four) strongly agreed while 45.8% (one hundred and eighty eight) of the teachers agreed to
school aims and mission statements giving sufficient attention to improving and achieving high
standards. However, 6.6% (twenty seven) were undecided, 6.6% (twenty seven) disagreed while
1% (four) strongly disagreed to the school aims and mission statements giving sufficient
attention to improving and achieving high standards.
On whether teachers appreciate the role played by the headteachers towards the development of
teaching practices among teachers in secondary schools, findings revealed that 26.7% (one
hundred and nine) of the teachers strongly agreed while 52.4% (two hundred and fifteen) agreed
to teachers’ appreciation on the role of headteachers towards the development of teaching
practices. However, 10.4% (fourty three) were undecided, 3.9% (sixteen) disagreed while 6.6%
(twenty seven) of the teachers strongly disagreed to the role of headteachers towards the
development of teaching practices among teachers in secondary schools.
49
From the foregoing findings, the results show that more emphasis is laid on making schemes of
work and time tables at the beginning of term and, teachers contributing to agenda of staff
meetings and participating actively in them. Involving other teachers in assessing fellow
teachers’ abilities was not taken seriously by headteachers and continuous monitoring of teachers
by the heads of departments is not effectively done and no reports given. This implies that the
headteachers seek to get forum for passing directives and emphasizing positional authority
through legal requirements than use appraisals and reports from heads of departments to identify
teachers’ weak areas that need attention and this leaves a gap in providing adequate in-service
training to enhance the development of teaching practices among teachers in secondary schools.
This is supported by the findings from the documentary review by the researcher in minutes of
staff meetings, and, schemes and records of work, where most schools had indicators that
teachers were allocated appraisers who were fellow teachers, to assess their performance.
However, there were no records whatsoever to show assessment of coverage of schemes of work
and neither were there records to show teachers’ performance or how areas that needed
improvement had been addressed.
When the District supervisors were asked their views on whether headteachers submitted reports
promptly about their teachers’ level of professionalism, the district inspector of schools had this
to say,
We do not receive any copies of written reports from the headteachers. Secondary
schools are still centralized and the headteachers report directly to the
commissioner in the Ministry of Education and Sports.
50
On the same issue however, the Municipal Education Officer remarked that,
While primary education has been decentralized, secondary education remains
centralized and the reports are sent to the permanent secretary and
commissioners at the Ministry of Education and Sports.
The district inspector of schools revealed through the interview that,
The district officials are not involved in the supervision of secondary school
teachers and headteachers during the teaching learning process as governed by
the professional code. They only participate in officiating functions like annual
general meetings and co-curricular activities.
This implies that the headteachers do not have any direct supervision at the district level and this
leaves schools to be run entirely by headteachers. As a result it takes long for the commissioners
at the Ministry of Education headquarters to know what is going on in schools and therefore
problems identified also take long to be resolved or are not resolved at all.
On how they assess the supervisory role of headteachers, the district education officer confessed
that,
We at the district are given information about headteachers of secondary schools
by the commissioner of secondary education especially during periods when the
schools in question have administrative problems and need the district officials to
intervene.
51
This breaks the protocol in administration and implies therefore that the District Education
officers have no moral authority to solve problems that may arise in the secondary schools.
Asked on how the supervisory role of headteachers could be improved, the district education
officer said that,
The district education officials must be involved if the supervisory role of
headteachers assessing teachers’ advancement in the development of teaching
practices is to be improved.
Results show that monitoring the development of teaching practices in secondary schools is
entirely done by the headteachers and other stakeholders are not involved in the supervision to
monitor and evaluate for professional advancement. Involving heads of departments and district
education officers will ensure maximum supervision of headteachers and teachers in secondary
schools and immediate address of professional and personal problems that may arise in schools.
Standards shall be monitored and development of teaching practices enhanced.
4.2
Research Question two
This stated that, “How does the supervisory role of headteachers enhance teachers’
professional competencies in senior secondary schools in Jinja District?”
This research question was designed to find out how the supervisory role of headteachers in
monitoring classroom teaching enhances teachers’ professional competencies in secondary
52
schools in Jinja district. The questionnaires were directed to headteachers and teachers and
interviews were held with the inspectors of schools and education officers.
To respond to this research question, the researcher used items 16 – 20 of section C and items 14
and 15 of the structured questions in the questionnaire for headteachers. “Yes” indicated
agreement that the supervisory role of headteachers is effective in enhancing teachers’
professional competencies in secondary schools. “No” indicated disagreement and “Not sure”
showed the respondents were not certain/ could not make a clear decision. The frequencies
obtained and their percentages are as indicated in table 5.
53
Table 4.3: Headteachers’ responses on how the supervisory role of headteachers enhances
teachers’ professional competencies.
Item
Yes
Not sure
No
Freq. %
Freq %
Freq
%
77
0
0
5
23
100
69
1
6
6
25
100
62.5
0
0
8
37.5
100
68.75 1
6.25 6
25.0
100
87.5
12.5 0
0
100
Teachers’ absence from school is with 17
Total
permission and duties delegated
Involve
the
school
disciplinary 15
committee in handling irresponsible
teachers
Receive teaching syllabi form heads of 14
departments at the beginning of term
Avail new teachers with the necessary 15
instruments that govern them
Involve
teachers
in
setting
and 19
3
implementing school policies
From the above table, item 16 showed that 77% (seventeen) of the headteachers agreed that
teachers’ absence from school with permission and duties delegated is a procedure that can
improve the headteachers’ supervisory role in enhancing the teachers’ professional competencies
while 23% (five) headteachers disagreed.
On whether involving the school disciplinary committee in handling irresponsible teachers can
improve the headteachers’ supervisory role in enhancing the teachers’ professional
54
competencies, results showed that 69% (fifteen) of the headteachers agreed, 6% (one) of the
headteachers were undecided while 25% (six) disagreed.
Similarly, on whether receiving teaching syllabi from heads of departments at the beginning of
term could improve the headteachers’ supervisory role in enhancing the teachers’ professional
competencies, findings showed that 62.5% (fourteen) of the headteachers agreed while 37.5%
(eight) of the headteachers disagreed.
On whether availing new teachers with the necessary instruments that govern them was a
procedure that could improve the headteachers’ supervisory role in enhancing the teachers’
professional
competencies
results
showed
that
68.75%
(fifteen
) of the headteachers agreed 6.25% (one) was undecided and 25% (six) headteachers disagreed.
Finally, on whether involvement of teachers in setting and implementing school policies was a
procedure that could improve the headteachers’ supervisory role in enhancing the teachers’
professional competencies, findings showed that 87.5% (nineteen) of the headteachers agreed
while 12.5% (three) were undecided and none of them disagreed with this fact.
This implies that monitoring and evaluation were important to follow up the coverage of the
teaching syllabi if improvement was to be done. Some teachers do not have the necessary
instruments that govern them in their profession and therefore the deviation of the teachers from
the requirements of the instruments and leading to breach of the professional code that would
otherwise improve teachers' competencies. The results emphasized the need to involve teachers
55
in setting and implementing school policies because they would own them and find pleasure in
implementing them.
In addition to these findings, a questionnaire given to teachers was analyzed to obtain
information on the actual practice in secondary schools in the district. Items 12 to 14 and 17 and
18 in the teachers’ questionnaire were used and the findings are as shown in table 6.
56
Table 4.4: Teachers responses on their involvement in monitoring the classroom teaching
to improve teachers’ professional competencies in secondary schools.
Item
Responses
Strongly
N = 410
Agree
Total
Undecided
Disagree
agree
freq
Heads
of
departments 94
Strongly
disagree
%
Freq %
Freq %
Freq %
22.9
148
36.2 20
4.8
137
40.9
195
47.6 20
4.8
21
185
22.9
21
Freq
%
freq %
33.3 11
2.8
410 100
20
4.8
8
1.9
410 100
45.1 51
12.4 78
19
10
2.5
410 100
219
53.3 35
8.6
51
12.4 11
2.8
410 100
184
44.8 39
9.5
78
19
5.7
410 100
organize training sessions for
new
and
inexperienced
teachers.
Heads
of
departments 167
supervise peers to ensure the
syllabus is followed and right
content taught.
Heads of departments carry 86
out classroom supervision
and attend to teachers’ needs.
Heads
of
departments 94
participate in planning of
appraisal
setting
activities
priorities
for
and
the
school.
Heads of departments plan 86
23
observation sessions together
with headteachers.
57
According to table 4.4, findings show that 22.9% (ninety four) of the teachers strongly agreed
that Heads of Departments participate in training sessions for new and inexperienced teachers
while 36.2% (one hundred and fourty eight) agreed. However, 4.8% (twenty) teachers were
undecided while 33.3% (one hundred and thirty nine) disagreed and 2.8% (eleven) strongly
disagreed to the involvement of Heads of Departments in training sessions for new and
inexperienced teachers.
On whether heads of departments supervised peers to ensure the syllabus is followed and right
content taught 40.9% (one hundred and sixty seven) of the teachers strongly agreed while 47.6%
(one hundred and ninety five) agreed that teachers were involved in supervision in secondary
schools. On the contrary, 4.8% (twenty) teachers were undecided, 4.8% (twenty) disagreed and
1.9% (eight) strongly disagreed to the involvement of the heads of departments in ensuring the
syllabus is followed and right content taught.
On whether the teachers strongly agreed that Heads of Departments carry out classroom
supervision and attend to teachers' needs, results showed that 21% (eighty six) of the teachers
strongly agreed while 45.1% (one hundred and eighty five) agreed. This was against the 12.4%
(fifty one) of the teachers that were undecided, while 19% (seventy eight) that disagreed and
2.5% (ten) that strongly disagreed to involvement of Heads of Departments in carrying out
classroom supervision and attending to teachers’ needs.
On whether heads of departments participate in planning of appraisal activities and setting
priorities for the school, findings revealed that 22.9% (ninety four) of the teachers strongly
58
agreed while 53.3% (two hundred and nineteen) agreed. However, 8.6% (thirty five) of the
teachers were undecided, 12.4% (fifty one) disagreed and 2.8% (eleven) strongly disagreed to the
Heads of Departments’ participation in planning appraisal activities and setting priorities for the
school.
On whether Heads of Departments participate in planning observation sessions together with
headteachers, the findings showed that 21% (eighty six) of the teachers strongly agreed while
44.8% (one hundred and eighty four) agreed that Heads of Departments plan observation
sessions together with headteachers. However 9.5% (thirty nine) of the teachers were undecided,
19% (seventy eight) disagreed while 5.7% (twenty three) of them strongly disagreed upon the
Heads of Departments planning observation sessions together with headteachers and therefore
the teachers’ involvement in the supervision.
The percentages of undecided and disagreed seem to leave many teachers unsupervised and
unattended, and therefore their professional competencies may not be met in their career. Heads
of Departments seldom supervise teachers whom they have not participated in their induction
training and therefore the level of measurement of efficiency is left in balance. This implies that
the teachers’ professional competencies are compromised because heads of departments who are
the immediate supervisors of teachers at classroom level are not involved in planning
observation and training sessions.
According to documentary analysis such as minutes of staff meetings and notices pinned on
notice boards in schools showed that allocation of appraisers is administratively done and the
59
appraisers are not necessarily the teachers’ Heads of Department.
From the above findings, emphasis was laid on ensuring that the Heads of departments supervise
peers to ensure the syllabus is followed and right content taught. However, planning and carry
out joint classroom observations, organizing training sessions for new and inexperienced
teachers and planning of appraisal activities and setting priorities for the school and attending to
teachers’ needs was not taken as important. This implies that headteachers focused on syllabi
coverage but the activities that monitored how effectively this was done were ignored hence
failure to develop teachers’ competencies that would otherwise improve teachers’ job
performance.
During the interviews conducted with the District inspector of schools, when asked on how the
teachers’ level of competencies was assessed against the teachers’ professional standards as in
the code of conduct, she commented that,
The professional standards are the gist of the teaching profession in schools and
it is important that when a teacher reports, a copy of the professional code of
conduct should be handed to them and proper induction carried out. The
professional code is binding for both teachers and headteachers although we as
inspectors of schools are not able to assess the levels of competencies due to the
limitations in the policies of supervision.
This implies that if the teachers are not conversant with the standards stipulated to guide their
performance in the teaching and learning process, it becomes difficult to acknowledge breach of
60
the professional code of conduct when assessed against hence becoming defensive. Classroom
observation can be used to assess the teachers’ level of development and plans made for training.
Asked whether their jobs offer an opportunity for teachers’ professional advancement, the
district education officers acknowledged that
It was not offering that opportunity to teachers in the secondary schools though it
was to primary schools.
The district inspector of schools lamented that,
Teachers in secondary schools look down upon the district officials. This could be
because 67% of the district officers have a background of primary school
teaching. This is likely to hinder the secondary school headteachers and teachers
from sharing the same goal with inspectors and education officers.
This implies that apart from the lack of facilitation by the Ministry of Education and Sports to
involve the district officials in supervising secondary schools, there is also a problem of
inferiority complex among the officials due to levels of educational training acquired.
Findings from the foregoing observations show that the procedures for monitoring classroom
teaching are laid down in the teachers’ code of conduct. However, some teachers do not posses
these documents and therefore do not know the laws and rules that govern them. To improve
teachers’ professional competencies, the teachers need to be provided with the documents that
govern them and involve heads of departments, inspectors of schools and education officers for
effective monitoring of the procedures.
61
4.3
Research Question three
This stated that, “How does the supervisory role of headteachers contribute towards the
teachers’ motivation in the job performance in senior secondary schools in Jinja District?"
This research question was designed to find out how the supervisory role of headteachers
contributes towards the teachers’ motivation in ensuring effective job performance in senior
secondary schools in Jinja district. The questionnaires were directed to headteachers and teachers
and interviews were held with the inspectors of schools and education officers.
Suggestions drawn from question 21 of the open ended questions from the Headteachers’
questionnaire and question 26 from the teachers’ questionnaire on how supervisory role of
headteachers could be improved upon in ensuring teachers’ motivation in job performance by
teachers in senior secondary schools in Jinja District as shown in table 7.
62
Table 4.5: Headteachers’ and teachers’ views on how the headteachers’ supervisory role could
motivate teachers to improve the teachers’ job performance in secondary schools
Item
HT
TRS
N = 22
N = 410
Freq. %
Freq. %
Ensure conformance to norms, standards and regulations
8
35.3 166
40.5
Ensure smooth working relations
4
17.6 72
17.6
35.3 139
33.8
0
22
5.4
11.8 11
2.7
Division of labour and nurturing of teachers’ careers for 8
professional advancement
Reward teachers for effective performance
0
Consider quantity and quality among teachers on recruitment and 2
local appointment
From table 4.5 above, the findings showed that 40.5% (one hundred and sixty six) of the teachers
while 35.3% (eight) of the headteachers responses suggested that activities that promoted
conformance to norms, standards and regulations of the school can improve the supervisory role
of headteachers in motivating the teachers in the job performance in secondary schools in Jinja
district.
Documents revealed that schools are under obligation to have a proper mechanism for deterring
breach of the professional code of conduct, creating independent committees to handle sensitive
discipline matters and expeditious procedures incase of breach (Government White paper, 1992).
63
Similarly, the results showed that 17.6% (four) of the headteachers while 17.6% (seventy two) of
the teachers felt that smooth working relations greatly improved the headteachers’ supervisory
role in enhancing motivation of teachers to cause improved teachers’ job performance in
secondary schools. In an interview held with the district inspector of schools, when asked
whether the headteachers’ supervisory role towards the motivation of the teachers in the job
performance offers an opportunity for the headteachers to contribute to the school management
policies in the district, she remarked that;
The headteachers are the technical people who guide the school governing bodies
on policy matters.
This was emphasized by the documentary review that revealed that headteachers depend on
circulars and other policy documents that are sent to them from time to time from the ministry,
hence top down policy making process. This provides them with adequate information that
should guide the school governing bodies on matters of policy.
On whether division of labour and nurturing of teachers’ careers for professional advancement
improved the teachers’ motivation in the job performance in secondary schools, the results
showed that 35.3% (eight) of the headteachers’ and 33.8% (one hundred and thirty nine) of the
teachers’ responses acknowledge division of labour and nurturing teachers’ careers for
professional advancement towards empowering headteachers with creative supervisory skills in
ensuring motivation of teachers in the teachers’ job performance.
64
From the interviews conducted, with the inspector of schools, when asked about the strategies
that can improve on professionalism among teachers in secondary schools, she said that,
Teachers can improve and change attitudes towards headteachers and their job
performance if their performance is appreciated and follow up taken by using
senior teachers and heads of departments to guide the teachers in question or
continuous observation in the stated areas for improvement.
Findings show that headteachers appreciate the teachers' technical expertise and their
contribution to achievement of institutional goals but also have internal arrangements of
recognizing the senior teachers and heads of departments in performing the supervisory role to
motivate the teachers in the job performance.
The Municipal Education Officer emphasized that,
If we were involved in supervision in secondary schools, we could make a
difference in improving and sustaining the teachers’ professionalism.
This implies that these officers are not at all involved in the supervisory role of headteachers.
However if they were, the education officers could carry out close supervision and monitor the
supervisory role of headteachers towards the motivation of the teachers in the job performance to
attain the standards set by the Ministry of Education and Sports. The education officers can offer
immediate feedback for timely corrective measures and appropriate staff development
programmes carried out.
65
However, the documentary review (minutes of staff meetings held) in the schools that
participated in the study showed that very few headteachers have programmes that offer staff
development to their teachers. The few that have records of organizing such programmes showed
that the sessions have been held once a year and others in two or more years, while others none
at all. The allocation of responsibilities is rotational after a given period of time to enhance
teachers’ competencies, skills, knowledge and attitudes but also recognition to motivate them in
the job performance.
On whether rewarding teachers for improved performance can contribute towards the teachers’
motivation in the teachers’ job performance, the headteachers did not have any such suggestion
while only 5.4% (twenty two) suggestions came from teachers. This leaves one wondering how
the headteachers arouse and sustain the teachers’ interest in ensuring quality performance. In the
interview held, when asked to comment on the major strategies that could be appropriate for
improvement on the teachers’ motivation in the job performance in secondary schools in Jinja
district, the district inspector of schools said that,
Most headteachers depended on the job description and no formal training is
provided prior to appointment of headteachers and no proper set guidelines are
given towards the job especially in regard to human resource management.
The district education officer added that,
It is wrong to appoint classroom teachers as headteachers. Teachers need to be
given a period of training before taking on an administrative responsibility like
66
deputy headteacher and gradually be promoted to headship when they are ready
and knowledgeable.
This implies that the headteachers appointed from the classroom and not offered specific training
to equip them with skills and knowledge that guide them in their supervisory role are likely to
make administrative mistakes in an attempt to achieve institutional goals without addressing
personal goals of teachers hence causing resistance towards the headteachers in improving the
teachers’ job performance. They will make decisions with reference to the regulations and avoid
mistakes that can cause resentment.
On whether the consideration of quantity and quality among teachers on recruitment and local
appointment improved the teachers’ motivation in the job performance of teachers, findings
showed that 11.8% (two) of the headteachers’ while only 2.7% (eleven) of the teachers’
suggested that it can improve the headteachers’ supervisory role in improving teachers’ job
performance. On the contrary, documents reviewed from the secondary schools in Jinja district
showed that establishment of staff ceiling in schools has prompted headteachers to emphasize
quality when adhering to the given numbers of teachers in relation to enrolment. Headteachers
look towards building a team of dependable staff and source for quality staff during seasons of
transfers.
The results revealed that it is the headteachers’ responsibility to ensure motivation in the
teachers’ job performance through their administrative and decision-making skills in secondary
schools, especially in Jinja District. However, heads of departments and district officials are key
67
partners in the supervisory role. Headteachers require adequate training to effectively use the laid
down procedure in the professional code of conduct to develop teaching practices and improve
teachers’ professional competencies in order to stimulate teachers’ self motivation towards
achievement in job performance in secondary schools.
Findings from the three research questions show that head teachers have not laid down strategies
for effective monitoring and assessment of the development of teaching practices in secondary
schools despite the fact that the procedures for monitoring classroom teaching are laid down in
the teachers’ code of conduct. To improve teachers’ professional competencies, Headteachers
require adequate managerial training to effectively use the laid down procedures to develop
teaching practices and improve teachers’ professional competencies in order to stimulate and
sustain teachers’ self motivation towards achievement in job performance in secondary schools.
68
CHAPTER FIVE
DISCUSSION, CONCLUSIONS AND RECOMMENDATIONS
5.0
Introduction:
This chapter focuses on the discussion and conclusions of results obtained from the study and it
presents recommendations to this study and areas for further research suggested to make the job
performance of teachers in senior secondary schools more effective. Each of the three research
questions were treated separately and conclusions drawn.
5.1
Discussion
5.1.1 Contribution of the headteachers’ supervisory role towards the development of
teaching practices in senior secondary school in Jinja District.
Findings of this study revealed that Headteachers agreed that their supervisory role contributes
towards the teachers’ development of teaching practices. Nwankwo (1982) confirms these
findings in his observation that what has occupied the attention of education administrators for
long was the motivation to work hard. He agrees with these findings when he noted that a sense
of self achievement, responsibility, and recognition are quite influential in employee
performance.
Olum (2007) is in line with this observation when in his presentation to Headteachers he noted
that it was incumbent upon the Headteachers to improve the teachers’ skills, competences and
knowledge by administering appropriate programmes that would improve schools’ curriculum,
69
capabilities, administrative capacities and interpersonal skills
According to the teachers responses, it was noted that supervision and attending to teachers’
professional needs, organization of training sessions for new and inexperienced teachers were
not effectively done in most schools and this affected the development of teaching practices in
secondary schools. The heads of departments who are the immediate supervisors of teachers in
monitoring standards of teaching are not involved in the training sessions for new and
inexperienced teachers.
This is in line with Mulongo (2008) in his presentation to headteachers when he cautioned that
headteachers should constantly monitor standards of teaching and learning. He adds that
monitoring and evaluation help to ensure accountability and transparency in all school work and
heads of departments are the middle managers in an educational institution. This is why, George
T. Williams et al (1986) of the Citadel Faculty Council and Academic Board cited commitment,
professional relationships, competence, classroom environment, and, evaluation and assessment
as the most important factors in the development of teaching practices
.
Glickman (1988, pg 287) agrees with this in his findings when he noted that,
Without planning and resources, disaster is inevitable. To be successful,
peer supervision needs components addressing purpose, training,
scheduling and troubleshooting.
70
The study has shown that the teachers’ professional needs that are often ignored and institutional
needs emphasized are the most probable cause of antagonism between the teachers and
Headteachers in secondary schools. Mulindwa (1998) agrees with this when he pointed out that
staff in technical institutions was not happy at their work places due to the fact that their
institutions did not take care of their interests. Therefore it is incumbent upon the headteachers to
focus on teachers’ professional needs when considering purpose, training and trouble shooting.
All administrative levels need to be consulted and involved in decision-making for transparency
and accountability.
The education officers emphasized this when they commented that the Education Service
Commission has promised involvement of District Education Officers in the supervision of
secondary schools since they are on the ground thought without implementation. In agreement to
this, studies carried out by Lashway (1996,-04-00) quoted Shedd and Bacharach (1991) who
observed that teaching involves great unpredictability and call for sensitive professional
judgment by the person on the scene rather than top-down direction by a distant authority.
The most commonly mentioned career problems that affected teachers’ interest and attitudes
showed lack of automatic vertical promotion, clear guidelines in assigning responsibilities, lack
of job security and delay in regularizing appointment, confirmation and accessing the payroll.
Documentations have revealed that there is also a tendency of making reviews and
recommendations for change in education to improve teachers’ professional advancement and
these are never implemented.
71
The Government White Paper on Education (1992), one of the documents used in schools
recommended for automatic promotion among the senior teachers and this has never taken root.
However, it was only until recent that the first advertisements for appointment of Assistant and
Senior teachers for Primary schools were made (The New Vision dated Monday 18th August
2008) and nothing was mentioned about secondary school teachers.
The study has revealed that the headteachers have limited authority to change the organizational
structure of the school even when they are increasingly constrained by re-deployment,
redundancy and other recruitment agreements negotiated by the Education Service Commission
(ESC), commissioners in the Ministry of Education and Sports, and the school Boards of
governors, who are the policy making bodies representing the ministry on the ground.
Studies carried out by Karst (1987) supported this revelation when he pointed out that it was
amazing how most teachers felt about school and district philosophies that included no serious
organizational plans for dealing with their professional aspirations and development.
Headteachers have a challenge of providing an enabling environment for teachers to improve
their knowledge, capabilities and skills adaptable in dealing with these challenges and
technologies to enhance individual and school advancement and growth as the institutions also
grow. Larry (1996) is in line with these findings and observes that facilitation creates a
collaborative, change-oriented environment in which teachers can develop leadership skills by
pursuing common goals, producing a democratic workplace that embodies the highest ideals.
These ideals include the development of teaching practices that the headteachers promote during
72
their supervisory role to provide professional advancement and growth for the teachers in
secondary schools.
The study revealed that headteachers are charged with developing skills and techniques of
teachers and Glickman (1990) considers this as an action that enables teachers to develop
individually and collectively. The characteristics of individuals against influence of work
environment and the teaching profession, points out how involvement of teachers contributes
towards the headteachers’ supervisory role in teachers’ professional advancement and growth.
Therefore, professional autonomy, recognition of teachers’ technical input and involvement in
decision making is likely to make the supervisory role of headteachers in developing the teaching
practices more enjoyable and promote professional advancement of teachers.
The study revealed that monitoring and evaluation is important in improving the follow up on the
coverage of the teaching syllabi and schemes of work. Glickman (1990) emphasized this when
he said that to leave classroom teachers alone and unobserved in their classroom without
professional consultation and without schools resources tailored to their unique needs is a
statement that teaching is unimportant. Professional advancement and growth to be enhanced
among the teachers requires the headteachers to organize classroom observation sessions address
their professional and personal unique needs through the supervisory role in developing teaching
practices.
This implies that heads of departments are line supervisors in monitoring the classroom teaching.
Recognition of their role and involving them in training and inducting new teachers is vital in the
73
headteachers’ supervisory role to improve the teachers’ job performance. This includes making
schemes of work, lesson preparations and the entire teaching/learning process.
5.1.2 Contribution of the headteachers’ supervisory role on the enhancement of teachers’
professional competencies in senior secondary schools in Jinja District?”
The study revealed that procedures set for monitoring the teachers’ job performance as spelt out
in the teachers’ code of conduct if used by the headteachers in their supervisory role can greatly
improve teacher competencies in senior secondary schools in Jinja District. Findings showed that
the professional competencies are still very relevant in secondary schools for both the teachers
and headteachers in their profession.
Schmidt (2003) confirms this when he noted that the professional standards are not new
contractual obligations forced onto teachers, but rather describes general guidelines,
expectations, and aspirations for teachers to maximize professional effectiveness. Therefore the
headteachers’ duty is to ensure that each teacher has a copy of the set standards for constant
reference when making decisions.
The study also revealed that involving teachers in setting and implementing school policies is
vital in effective supervision by headteachers. Olum (2007) is in line with this observation when
he commented that induction of new staff members offsets a cultural shock which may
demoralize them. He further adds that the kind of reception a new staff member receives from
the Headteacher influences to a considerable degree, his or her attitude to the headteacher and the
74
school. Therefore as headteachers organize induction and training sessions for teachers, heads of
departments’ ideas need to be sought to ensure a conducive environment is set and adequate
adaptation guaranteed.
Most schools have been found to use a top-down policy making process which begins with the
setting of goals without considering the teachers who are the implementers as revealed by the
documentation reviewed. Resolutions from international conferences, local inputs from the
administrators and school governing bodies are used as basis for making policies and decisions
in schools. This is why Kibenge (2001) noted that the failure prone policy-making and
implementation process in Uganda is attributable to policy makers who are usually
overwhelmingly excited to carry out an act even before assessing the actual nature of the act and
the available resources to have it implemented.
Glickman (1990) supports the findings of the study when he quotes Boyer (1983) in his
observation that it is only when supervisors attend to individual differences in teachers and
improve what Boyer called “intellectual climate of the school” will the teachers become more
abstract in their thinking and committed to their profession.
Findings of the study showed that the responsibility for the effectiveness of the performance of
the teacher in the classroom rested with the headteachers who are the accounting officers in the
school and report directly to the commissioner, Ministry of Education and Sports. On the
contrary, Blau and Scott (1962) argue that legal authority cannot command the subject’s
willingness to devote their ingenuity and energies. Therefore headteachers can blend legal
75
authority with trustworthiness to create an intellectual climate that addresses individual
differences to arouse commitment among teachers. Teachers need to be given a benefit of the
doubt because they are the technical experts in their respective subjects to promote innovations
in their departments for improvement.
The appraisal document requires that the teachers be appraised by their immediate supervisors
who are heads of departments according to the organizational structures of secondary schools.
Therefore, rather than pass on the teachers’ professional and social problems that tend to arise
and affect the teachers’ performance in the department, heads of departments being the technical
persons in the subject and timetable commitments are instrumental and can be empowered to
deal with the teachers.
It has been observed that keeping records on teachers’ performances may be easy but it is not
clear at what stage of the supervisory process the Headteacher is supposed to intervene and
institute disciplinary action against a teacher. This is clearly documented in the statutory
statements (1992) that states that a headteacher should not take it upon him/herself to physically
punish a teacher involved in the breach of this code or any other regulations in force but use all
avenues open to him/her to report such breaches to the appropriate authorities for action.
On the contrary, Ssemakula (2001) stated that it is the headteachers’ duty to ensure conformance
of individuals or groups of teachers to the code of behaviour established by the teaching service.
Basing on the findings of the study therefore, headteachers are charged with a responsibility of
considering individual differences of their staff in order to use appropriate measures in
76
improving teachers’ competencies using legal and personal skills and experiences during the
implementation of the professional code in senior secondary schools.
5.1.3 Contribution of the headteachers’ supervisory role towards the teachers’ motivation
in the job performance in senior secondary schools in Jinja District?"
The study revealed that the supervisory role of headteachers can be effectively improved upon in
motivating the teachers in the teachers’ job performance in secondary schools. This however,
requires the headteachers to improve on strategies used in ensuring conformance to norms,
standards, and regulations, and, division of labour and nurturing teachers’ careers for
professional advancement. Ssemakula (2001) explained that the headteachers must communicate
the policies and procedures to the teachers clearly before they can be held accountable for the
breach of standards set.
Both the teachers and headteachers acknowledge that discipline is paramount in any institution if
goals have to be achieved. The White Paper (1992) agrees with this in its observation that the
headteacher must work together with the Board of Governors, Commissioner, Permanent
Secretary Ministry of Education and Sports, the Director of Education and the Education Service
Commission. The subjects used in the study appreciate the supervisory role enforcing the rules,
regulations and norms in controlling staff to improve performance.
In line with these findings, Stark, Joan S. et al (1986) agree to these findings in their argument
that to conduct oneself as a professional (exhibiting “professional behaviours”) would indicate
77
that the person’s actions remain in accordance with specific rules, written or unwritten,
pertaining to the standards of a profession. However, the ability to achieve a healthy state of
discipline is a crucial competency for headteachers. Robbins and Coulter (2002) agree that
effectiveness in a supervisory role is linked to one’s ability to manage people who are different.
They believe that diversity training eliminates values, stereotypes, and managerial practices that
inhibit employees’ personal development and allows them to contribute to organizational goals.
Further more, Fullan (2002) concurs with this following his comments that a successful
administrator must be willing to take the risks necessary to transform a climate and provide
ongoing support to those engaged in the process and this is possible if the teachers are assigned
responsibilities and nurtured to execute them well. This is in line with what Schmidt (1994)
pointed out that headteachers need to maintain objectivity in professional judgment and
evaluation of colleagues because different people have different rates of development and unless
they are understood as individuals they may not be given the right guidance and mentoring
activities that are likely to enhance professional growth.
Findings from the documentary review show that the teachers were encouraged by headteachers
to apply for transfer, appointment and confirmations into the teaching service directly to the
Education Service Commission. Contrary to this, the ESC bill emphasizes that the commission
registers, confirms and appoints teachers. On the contrary, headteachers have a pivotal role to
play in the management of the payroll by initiating change for transfer cases and malicious
deletion of teachers from the payroll considering that they are the accounting officers of financial
and human resource in secondary schools.
78
Glickman (1990), however, argues that direct assistance if separated from formal evaluation will
help teachers to confide, improve, and move with each other towards collective action. This is
emphasized by the district education officer Jinja district and the municipal education officer
who noted that the district officials' involvement in supervising secondary school headteachers in
the teachers’ job performance can help serve its purpose of developing teachers' professionalism
and improving school performance.
However, a report from the Common Wealth secretariat chaired by John Attah-Quayson in their
contributions in the Governance of schools cautioned that one of the most critical and sensitive
matters concerning district authorities is the extent and limits of its powers of authority without
frustrating the headteachers by undue interference. Needless to say, that the headteacher is the
technical person in a school and is expected to guide the authority involved in the management
and administration of the school. Headteachers therefore need to know the degree of
decentralization of the school functions from the centre to the intermediate levels.
The degree of involvement of professional and social support that a teacher gets depends on how
the headteacher articulates a shared vision. Armstrong (2002), in line with this, stated that a
reward system incorporates non financial rewards like recognition, praise, achievement,
responsibility and personal growth. Recognition of senior teachers through automatic promotion
and involving them in decision making to provide professional competencies to the young
teachers as subject specialists can greatly improve the supervisory role of headteachers in
improving the teachers’ job performance.
79
Contrary to the findings that consideration of quantity and quality in recruitment of teachers may
not have been found to be very vital in improving the supervisory role of headteachers in
improving the teachers’ job performance, Ssemakula (2001) observed that the Public Service
Reform has brought in a paradigm shift from supply to demand and the headteachers were
involved in choosing a team that would ensure quality.
Documentary review revealed that staff briefs and meetings are used to pass directives and
reminders to teachers’ obligations without giving them an opportunity to contribute and own
these decisions. It is incumbent upon the headteachers to involve their teachers in setting policies
and strategies as noted by Lumsden Linda (1998-03-00) that treating teachers in a way that
empowered them such as involving them in decisions, policies and practices and acknowledging
their expertise can help headteachers sustain teacher morale.
However, the main challenge facing headteachers is how to use and control human factor
creatively in problem solving to meet both institutional and personal goals without antagonism.
Ssemakula (2001) agrees to this in his observation that if human resource is mishandled, it can
be a source of organizational distress and when well handled, they can provide a competitive
advantage. It is of paramount importance for headteachers not only to follow best laid down
plans for supervision in improving teachers’ job performance but also to cope with obstacles and
challenges that come with it.
The headteachers’ supervisory role can only be effectively carried out when other line
supervisors such as heads of departments are involved in monitoring the classroom teaching.
80
Recognition of their role and involving them in training and inducting new teachers is vital in the
headteachers’ supervisory role to improve the teachers’ job performance. The headteachers are
ought to consider individual differences of their staff through development levels in order to use
appropriate measures in improving the teaching practices and teachers’ competencies. Adequate
training shall equip the headteacher with legal and personal skills and experiences to maintain
objectivity in problem solving and judgement. It is incumbent upon the headteachers to involve
their teachers in setting policies and strategies and by acknowledging their expertise can help
headteachers sustain teacher morale and improvement in teachers’ job performance.
5.2
Conclusions
From the foregoing discussions, the study made the following conclusions:
1
Continuous training in supervisory skills for teachers and headteachers can create an enabling
environment where roles are appreciated in developing teaching practices to enhance
professional advancement.
2
Active involvement of teachers and inspectors in monitoring the teachers’ job performance
against set standards especially at departmental level and district level promotes loyalty,
commitment, professional relationship, classroom environment and evaluation and
assessment that ensure acquisition of professional competence.
3
Involvement of teachers and headteachers in making policies and decisions that affect them
and providing timely guidance from the district education officials and inspectors equips
headteachers with knowledge and managerial competencies to improve on the headteachers’
supervisory role in sustaining the teachers’ motivation in the teachers’ job performance.
81
5.3
Recommendations
The findings from the study have prompted the researcher to make the following
recommendations.
1. Headteachers ought to get obligatory continuous in-service training to equip them with
managerial competencies for the development of teaching practices in secondary schools.
2. Heads of departments and district officials must be take part in participatory supervision
through classroom observation to ensure effective monitoring of the classroom teaching to
enhance teachers’ professional competencies.
3. Education officers and inspectors of schools must be involved in the monitoring of teachers’
job performance in secondary schools through periodical inspection to promote quality control
measures that promote and sustain enthusiasm in the teachers’ job performance and improve on
the supervisory role of headteachers.
5.4
Suggested areas for further research
Further research should be done to investigate the:
1
Human relations and the consequent training needs of headteachers in secondary
schools.
2
The role of school governing bodies in supervision of school administrators.
3
The supervisory function of educational inspectors in maintaining quality standards in
secondary schools.
4
Further comparative studies on supervision and job performance in secondary
schools.
82
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88
APPENDIX I: SAMPLE OF QUESTIONNAIRE FOR SECONDARY
SCHOOL HEADTEACHERS
Dear respondent,
This questionnaire is requesting you to provide data for a research study to establish the
relationship between the headteachers’ supervisory role and the implementation of the
professional code in secondary schools. You are requested to faithfully fill in your answers in the
spaces provided to assist the researcher get accurate data.
Note: Results shall be kept as confidential as possible.
SECTION A
1. Academic qualifications (Tick correct responses)
DIP. EDUC
P.G.D.E
BA/BSC. EDUC/BED
MASTERS
PHD
2. Any other type of training acquired during service
………………………………………………………………………………………………..……
…………………………………………………………………………………………………….
3. Experience as headteacher in years (Tick the correct response)
0-5
6 - 10
11 – 15
16 - 20
Over 21
4. Did the appointing authority provide you with a job description on appointment aqs
headteacher? YES / NO.
5. If no, how do you get to know what is expected of you as a headteacher?
89
………………………………………………………………………………………………………
……………………………………………………………………………………............................
6. Do you hold any discussions concerning career and welfare ambitions with the teachers? YES
/ NO.
i) List the most commonly mentioned career problems
………………………………………………………………………………………………............
............................................................................................................................................................
............................................................................................................................................................
ii) List the most commonly mentioned welfare related problems
………………………………………………………………………………………………............
............................................................................................................................................................
…………………………………………………………………………………………....................
SECTION B
Tick the response you feel corresponds to the supervisory role of headteachers in schools
Ratings; Strongly Agree [5] Agree [4] Neither [3] Disagree [2] Strongly Disagree [1]
7. Avail an arrival book for teachers
Strongly Agree
Agree
Neither Agree nor Disagree
Disagree
Strongly Disagree
8. Identify competent teachers and assign them responsibilities.
Strongly Agree
Agree
Neither Agree nor Disagree
Disagree
Strongly Disagree
9. Keep written record on performance of each staff member
Strongly Agree
Agree
Neither Agree nor Disagree
Disagree
Strongly Disagree
10. Discuss with the concerned teachers important points in the appraisal that need attention.
90
Strongly Agree
Agree
Neither Agree nor Disagree
Disagree
Strongly Disagree
11. Organize staff meetings and involve teachers in making school programmes.
Strongly Agree
Agree
Neither Agree nor Disagree
Disagree
Strongly Disagree
Disagree
Strongly Disagree
12. Periodically scrutinize teaching syllabus coverage.
Strongly Agree
Agree
Neither Agree nor Disagree
13. Consult heads of departments on areas that require improvement in the teaching learning
skills.
Strongly Agree
Agree
Neither Agree nor Disagree
Disagree
Strongly Disagree
14. Mention any other 4 ways in which you carry out your supervisory role as a headteacher in
the school.
i)…………………………………………………………………………………………………….
ii)……………………………………………………………………………………………………
iii)…………………………………………………………………………………………...............
iv)…………………………………………………………………………………………...............
v)……………………………………………………………………………………………………
15. How best do you think headteacher could improve upon their supervisory role in the
teachers’ job performance in secondary schools?
............................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................
91
SECTION C
Indicate whether these statements help headteachers to effectively improve on professional
competencies among secondary school teachers.
S/
YES NO
No.
16.
Teachers’ absence from school is with permission and duties
delegated
17.
Involve the school disciplinary committee in handling irresponsible
teachers
18.
Receive teaching syllabi from heads of departments at beginning of
term
19.
Avail new teachers with the necessary instruments that govern them
20.
Involve teachers in setting and implementing school policies
26. Suggest any other five ways in which headteachers can motivate teachers in the job
performance in secondary schools without causing antagonism/ friction among teachers.
i)…………………………………………………………………………………………………….
ii)……………………………………………………………………………………………………
iii)…………………………………………………………………………………………...............
iv)…………………………………………………………………………………………...............
v)……………………………………………………………………………………………………
92
APPENDIX II: SAMPLE OF QUESTIONNAIRES FOR SECONDARY
SCHOOL TEACHERS
Dear respondent,
This questionnaire is requesting you to provide data for a research study to establish the
relationship between the headteachers’ supervisory role and the implementation of the
professional code in secondary schools. You are requested to faithfully fill in your answers in the
spaces provided to assist the researcher get accurate data.
Note: Results shall be kept as confidential as possible.
SECTION A
1. Academic qualifications (Tick correct responses)
DIP. EDUC
P.G.D.E
BA/BSC. EDUC/BED
MASTERS
PHD
2. Any other type of training acquired during service
………………………………………………………………………………………………………
………………………………………………………………………………………………………
3. Experience in teaching in years (Tick the correct response)
0-5
6 - 10
11 – 15
16 - 20
Over 21
93
4. Do you possess a personal copy of the teacher’s code of conduct? YES / NO.
If no, how do you get to know what is expected of you as a professional teacher?
………………………………………………………………………………………………..……
……………………………………………………………………………………………………..
5. Is there any mandatory requirement before a teacher is appointed into service? YES / NO.
6. State at least two of these requirements.
i)……………………………………………………………………………………………………
ii)……………………………………………………………………………………………………
7. List the most important rules and regulations that govern your school
i)…………………………………………………………………………………………………….
ii)……………………………………………………………………………………………………
iii)…………………………………………………………………………………………………..
8. Which of these are availed to the staff on reporting to school?
i)……………………………………………………………………………………………………
ii)……………………………………………………………………………………………...........
iii)…………………………………………………………………………………………..............
9. Is there any continuing need for these regulations in your school? Give reasons for your
answer.
i)…………………………………………………………………………………………………….
ii)……………………………………………………………………………………………………
iii)…………………………………………………………………………………………………..
10. Is there any guideline available in your school on how teachers are appointed to positions of
responsibility?
YES
/
NO.
Give
examples.
94
i)…………………………………………………………………………………………………….
ii)……………………………………………………………………………………………............
iii)…………………………………………………………………………………………………...
11. Mention 5 ways in which the headteacher carries out supervision in your school.
i)…………………………………………………………………………………………………….
ii)……………………………………………………………………………………………………
iii)…………………………………………………………………………………………..............
iv)…………………………………………………………………………………………..............
v)……………………………………………………………………………………………...........
SECTION B
Tick the most appropriate response from the alternatives given
12. Heads of departments organize training sessions for new and inexperienced teachers
Strongly Agree
Agree
Neither Agree nor Disagree
Disagree
Strongly Disagree
13. Heads of departments supervise peers to ensure the syllabus is followed and right content
taught.
Strongly Agree
Agree
Neither Agree nor Disagree
Disagree
Strongly Disagree
14. Heads of departments carry out class room supervision and attend to teachers’ needs
Strongly Agree
Agree
Neither Agree nor Disagree
Disagree
Strongly Disagree
15. Teachers make schemes of work and time tables and promply the beginning of term.
Strongly Agree
Agree
Neither Agree nor Disagree
Disagree
Strongly Disagree
16. Teachers make marking schemes and present record of marks with dates of tests done.
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Strongly Agree
Agree
Neither Agree nor Disagree
Disagree
Strongly Disagree
17. Heads of departments participate in the planning of appraisal activities and setting priorities
for the school.
Strongly Agree
Agree
Neither Agree nor Disagree
Disagree
Strongly Disagree
18. Heads of departments plan observation sessions together with deputy headteachers and
headteachers.
Strongly Agree
Agree
Neither Agree nor Disagree
Disagree
Strongly Disagree
19. Headteachers involve competent teachers in assessing other teachers’ abilities through
appraisals.
Strongly Agree
Agree
Neither Agree nor Disagree
Disagree
Strongly Disagree
20. Headteachers receive copies of written records on my performance from heads of
departments.
Strongly Agree
Agree
Neither Agree nor Disagree
Disagree
Strongly Disagree
21. Teachers contribute to agenda of staff meetings and participate actively in meetings.
Strongly Agree
Agree
Neither Agree nor Disagree
Disagree
Strongly Disagree
22. Heads of departments participate in making decisions over issues that affect us as teachers.
Strongly Agree
Agree
Neither Agree nor Disagree
Disagree
Strongly Disagree
23. The school has a reward system in place for recognition of achievements made.
Strongly Agree
Agree
Neither Agree nor Disagree
Disagree
Strongly Disagree
24. The school aims and mission statements give sufficient attention to improving and achieving
high standards.
Strongly Agree
Agree
Neither Agree nor Disagree
Disagree
Strongly Disagree
25. Teachers appreciate the role played by the headteacher in improving my performance.
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Strongly Agree
Agree
Neither Agree nor Disagree
Disagree
Strongly Disagree
26. Suggest five ways in which you think headteachers could improve on supervision in schools.
i)…………………………………………………………………………………………………….
ii)……………………………………………………………………………………………………
iii)…………………………………………………………………………………………...............
iv)…………………………………………………………………………………………...............
v)……………………………………………………………………………………………………
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APPENDIX III: SAMPLE INTERVIEW SCHEDULE FOR DISTRICT
EDUCTION OFFICERS AND INSPECTORS OF SCHOOLS
1. Do headteachers in Jinja district promptly give reports about their teachers’ level of
professionalism? If yes, how dependable are these reports?
2. How do you monitor the headteachers’ in the supervision of the teachers’ job
performance in secondary schools in Jinja district?
3. How do you usually assess the headteachers’ supervisory role in secondary schools in
Jinja district?
4. Do you provide set guidelines to the headteachers in regard to the supervisory role in
schools on appointment?
5. How do you assess the teachers’ level of appreciation of the role of the professional code
of conduct in secondary schools in Jinja district?
6. Do you think your job offers an opportunity for teachers’ professional advancement?
7. Do the teachers in your district share same goals as the inspectorate / Education office in
regard to the educational standards in education?
8. Do you think schools in Jinja district offer a good environment for the teachers’
professional advancement?
9. Does implementation of the professional code of conduct offer an opportunity for the
headteachers to contribute to the school management policy making process?
10. How can you relate your headteachers’ supervisory role to the teachers’ job performance
in secondary schools in Jinja district?
11. What major strategies do you think are appropriate to improve on professionalism among
teachers in secondary schools in Jinja district?
12. What major strategies do you think are appropriate to improvement of the headteachers’
supervisory role in secondary schools in Jinja district?
Signed:............................................
District education officer
.........................................................
Education officer (Municipal)
........................................................
District inspector of schools
...............................................................
Inspector of schools
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APPENDIX IV: CONTENT VALIDITY INDEX
Headteachers’ questionnaire
Relevant Irrelevant
Judge 1 18
3
Judge 2 19
2
21
Common highest rating for the two judges = 18 + 19 = 18.5
2
Content validity index CVI = 18.5 = 0.88
21
Teachers’ questionnaire
Relevant Irrelevant
Judge 1 19
7
Judge 2 23
3
26
Common highest rating for the two judges = 19 + 23 = 21
2
Content validity index CVI = 21= 0.81
26
Interview guide
Relevant Irrelevant
Judge 1 10
2
Judge 2 12
0
12
Common highest rating for the two judges = 10 + 12 = 11
2
Content validity index CVI = 11= 0.92
12
The correlation was high and therefore the instruments were valid and could test what they
intended to test.
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APPENDIX V: COMPUTATION FOR RELIABILITY TEST FOR THE
QUESTIONNAIRE
Headteachers’ questionnaire
Headteacher X
Y
x
y
xy
x2
y2
A
75
78
9.3
6
55.8
86.49
36
B
59
66
-6.7
-6
40.2
44.89
36
C
63
72
-2.7
0
0
7.29
0
∑X=197
∑Y=216
∑x=-
∑y=0
∑xy=
∑x2=138.67 ∑y2=72
X1=65.7
Y1=72
0.1
96
∑xy
On computing using the formula rxy =
√(∑x2)(∑y2)
=
96
= 0.96
√9984.24
Teachers’ questionnaire
Teacher
X
Y
x
y
xy
x2
y2
A
56
64
1.0
3.3
3.3
1
10.89
B
48
50
-7.0
-10.7
74.9
49
114.49
C
60
68
5.0
7.3
36.5
25
53.29
∑X=165
∑Y=182
∑x=-1.0
∑y=-0.1
∑xy=
∑x2=75
∑y2=178.67
X1=55.0
Y1=60.70
114.7
On computing using the formula rxy =
∑xy
√(∑x2)(∑y2)
= 114.7
= 0.99
√13400.25
There is a high correlation and therefore the items in he instruments are found to be reliable.
100