Teacher’s leadership supervisory competencies and students’ academic performance in Hoima District Government Aided Secondary Schools, Uganda

Abstract

The study evaluated the effect of Teacher leadership supervisory competencies on students’ academic performance in Hoima District Government-aided secondary schools, Uganda. It envisaged that poor academic performance is a leadership supervisory issue, which can be addressed. Self-efficacy and Self-determination theories premised the study of 149 respondents using a post-positivism paradigm, mixed-methods approach. Findings indicated a correlation coefficient of (r = 0.518). The study therefore recommended that: Universities should incorporate the supervisory approaches of: individual, innovative, integrative, creative, collaborative and team supervision in the teacher curriculum for effective supervision especially with the new lower secondary competency-based curriculum. Hoima District Education Department should regularly conduct teacher capacity building workshops to address teacher incompetence’s managing the competency-based curriculum but also to enable teachers share best practices of supervision with their colleagues. It should also address teacher welfare as motivation of their self-efficacy and determination towards work. Ministry of Education and Sports should conduct refresher programs through teacher professional development to strengthen the competence of instructional supervisors for effective monitoring and evaluation of teacher performance.