Teachers’ perceptions of secondary school administrators’ instructional supervisory practices in Jinja District: A case study of two public secondary schools

Abstract

The purpose of this study was to assess teachers’ Perceptions of School Administrators’ Instructional Supervisory Practices in Selected Public Secondary Schools in Jinja District: A Case Study of two public secondary schools. Specific emphasis was placed on teachers’ perceptions of administrators’ supervisory practices this was done with conviction that school administrators’ supervisory practices have a significant effect on the attitude of teachers towards instructional supervision. The study was guided by three research questions; what are the types of supervisory practices used by school administrators in secondary schools?; what are teachers’ perceptions of school administrators’ supervisory practices in secondary schools?; what is the influence of school administrators’ supervisory practices on teachers’ professional development in secondary schools?. The study used a case study design employing qualitative research approach. Data was obtained from a population of secondary school administrators (head teachers, deputies and directors of studies) and teachers in two public secondary schools. This included 2 head teachers, 1 deputy head teacher, 2 directors of studies and 24 teachers. Data was analyzed using thematic analysis technique and was presented through direct quotation or verbatim, paraphrasing of responses and narrative descriptions of responses as obtained through observation, interview and documentary review. The study found out that most school administrators used direct control approach; a few administratorsused collaborative approach to supervise teachers. A few teachers especially experienced teachers had negative attitudes to the practice used by school administrators. The majority of the teachers and school administrators admitted that teachers benefited greatly from instructional supervision. In addition, the majority of the teachers said that school administrators collaborated with them after classroom observation but did not inform them before conducting instructional supervision- a practice which most teachers were not impressed with. Conclusions and recommendations call for use of a variety of supervisory practices by school administrators and informing teachers in advance before conducting instructional supervision. Lack of prior communication before conducting instructional supervision led to teachers’ negative attitude towards supervision.