The study sought to establish the relationship between instructional supervision, and teachers’ effectiveness in selected primary schools in Mubende district, Uganda. The study was guided by four specific objectives, that included; i. Determining the relationship between Classroom observation and teachers’ effectiveness in selected primary schools in Mubende district, Uganda; ii. Establishing the relationship between demonstration of good teaching and learning and Teacher’s effectiveness in selected primary schools in Mubende district, Uganda; iii. Establishing the relationship between capacity development through training and Teachers’ effectiveness in selected primary schools in Mubende district, Uganda iv. Establishing the relationship between action research and teachers’ effectiveness in selected primary schools in Mubende district, Uganda. This research employed descriptive correlation design to describe the association and relationship between variables. In determining this relationship, the researcher had hypothesized that, teacher’s effectiveness doesn’t depend on instructional supervision. In analyzing this relationship, the researcher employed frequency counts and standard deviation for the demographic characteristics of the respondents and Pearson linear correlation coefficient for the relationship. The study was underpinned by Douglas McGregor’s Theory ‘X’ and ‘Y’ (1960),Revisited(2000). This theory looks at McGregor’s time-tested thinking on human motivation, and shows how this theory applies in today’s organizations (schools). Findings revealed the following: Majority of respondents in this sample ranged between 31-40 years of age (44.4%) and 118 (65.6%) were male, while 62 (34.4%) were female. Those who had attained Diploma as their ‘highest academic qualification were (40%) and had an experience of 6-9 years (40%). Instructional supervision was rated higher, indicating overall mean of 2.94.Teachers effectiveness is generally high, and this was indicated by the average mean of 2.87. Based on the findings, the researchers drew conclusions that; • Instructional supervision is highly carried out in terms of classroom observation, demonstration of good teaching, teachers’ capacity development and action research among selected primary schools in Mubende district, Uganda. • Classroom observations contribute to teachers’ effectiveness in selected primary schools in Mubende district, Uganda. • Demonstration of good teaching improves teacher’s effectiveness in selected primary schools in Mubende, district Uganda. • Teachers’ capacity development increases teachers’ effectiveness. • Action research increases teachers’ effectiveness in selected primary schools in Mubende district, Uganda. Generally, instructional supervision affects teachers’ effectiveness by contributing 90.6%. The researcher recommended that; there should be continuous instructional support supervision in primary schools, the head teachers should always inform their teachers when they need to observe their lessons in class, and this will help them supervise well. They should always show teachers how to display teaching and learning resources when teaching and they should always organize more skill training workshops for teachers in their schools, this will help them perform their duties effectively.

Resaerch report