HEADTEACHERS’ SUPERVISORY PRACTICES AND TEACHERS’ INSTRUCTIONAL DELIVERY IN GOVERNMENT-AIDED SECONDARY SCHOOLS IN MBARARA DISTRICT, UGANDA: EXAMINING THE RELATIONSHIP

Authors: Anold Tuhairwe, Dr Wilson Mathembele, PhD, & Wilson Mugisha

ABSTRACT

Effective instructional supervision by headteachers is widely regarded as a key determinant of teachers’ classroom performance, yet evidence on this relationship remains mixed across contexts. This article, drawn from a wider study, examined the relationship between headteachers’ supervisory practices and teachers’ instructional delivery in government-aided secondary schools in Mbarara District, Uganda. A cross-sectional research design nested within a mixed-methods approach was used. Quantitative data were collected from 135 teachers using a structured questionnaire, while qualitative data were obtained from nine headteachers through semi-structured interviews. Data were analyzed using Pearson correlation, multiple linear regression, and thematic analysis. Findings revealed a strong, positive, and statistically significant relationship between headteachers’ supervisory practices and teachers’ instructional delivery (r = 0.641, p =0.000). Classroom observation, checking professional records, monitoring attendance and punctuality, and communication and feedback jointly explained 70.9% of the variance in instructional delivery (R² = .709, F = 322.150, p < .001), with attendance and punctuality monitoring emerging as the strongest predictor. Headteachers’ supervisory practices significantly and substantially predict teachers’ instructional delivery, although supervision alone does not account for all the variation observed. Headteachers should institutionalize regular, developmental supervision that combines accountability with mentoring and feedback, while education authorities invest in complementary teaching resources and leadership training.

Keywords: Supervisory practices, Instructional delivery, Headteachers, Secondary schools, Mbarara District

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