DefinePK

Abstract

Teachers’ supervision is a critical aspect which guides the effectiveness of their job productivity. This study aimed to investigate factors that influence teachers' attitudes toward supervision for public primary school. The study was guided by General Systems Theory, emphasizing the interrelationships among educational stakeholders. The study employed a mixed-methods approach and convergent parallel design. Data were collected through questionnaires and interviews from 96 teachers, 8 head teachers, and 1 DEO at Nyamagana district. Findings revealed that, teachers generally held negative attitudes towards supervisory activities, perceiving them as ineffective for professional growth and classroom management. With mean scores below average across all indicators. Teachers expressed dissatisfaction with the support provided by head teachers, indicating a lack of focus on individualized supervision tailored to their unique challenges. The relationship between supervisory activities and teachers’ assessments was also found to be weak, suggesting that current practices are not effectively enhancing assessment techniques. The study highlights an urgent need for head teachers to reassess and improve their supervisory practices to better align with teachers’ needs. The findings indicated that enhancing feedback mechanisms, promoting professional development and fostering supportive communication could lead to improved teaching practices and student outcomes. It is recommended to educational stakeholders to increase investment in training for head teachers to deliver effective supervision and support, ensuring collaboration between teachers and supervisors, and developing tailored professional development programs.