RELATIONSHIP BETWEEN SUPPORTIVE SUPERVISION AND TEACHER COMMITMENT IN U.P.E SCHOOLS IN KASAANDA DISTRICT, UGANDA-A CROSS-SECTIONAL STUDY.
DOI:
https://doi.org/10.51168/a5wxke60Keywords:
Supportive supervision, teacher commitment, UPE, Kasanda districtAbstract
Background The quality of pupils in terms of competence, knowledge, and overall achievements is dependent on teacher commitment. Yet, teacher commitment in Universal Primary schools in Kasaanda District has been sub-par. This study aimed to investigate the relationship between Supportive supervision and teacher commitment in Universal Primary Education (UPE) schools in Kasanda district.
Methodology A descriptive, cross-sectional, and correlational survey was utilized, integrating both quantitative and qualitative approaches for data collection and analysis. 10 U.P.E schools in Kasanda district and involving a sample of 108 participants, consisting of teachers and head teachers, were selected through purposive and simple random sampling techniques. Data was analyzed using SPSS software and content analysis techniques.
Results The findings observed a higher response rate, 100% from head teachers compared to 91.8% from teachers. Supportive supervision received positive feedback for providing constructive feedback and recognizing teachers' efforts, despite some variation in perceptions on alignment with quality standards. Correlational analysis revealed a weaker positive relationship (Correlation coefficient, 0.209) between supportive supervision and commitment. The standardized coefficient (Beta) of 0.20 suggests that supportive teacher supervision has a moderate impact on teacher commitment.
Conclusion Providing supportive teacher supervision is crucial for enhancing teacher commitment in UPE schools. This factor plays complementary roles in influencing teacher commitment and should be considered in developing strategies to improve the overall professional development and commitment of teachers in the Kasanda district.
Recommendation Government officials should develop a holistic approach to professional development that integrates supportive teacher supervision to maximize its collective impact on teacher commitment.
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Copyright (c) 2024 Muhammad Sendagi, Sunday Lubega Sunday Lubega Sunday Lubega Sunday Lubega (Author)
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