The impact of support supervision to teachers on pupils’ academic performance in primary schools of Uganda: a case study of the primary schools in the west division of Mubende Municipality

Abstract

Effective teaching has been proven to improve the learning of pupils (Malunda, Onen, John & Musaazi, 2016). However, keeping other factors constant, the kind of pedagogical practices teachers employ determine how successful students can learn. This kind of scenario may not be different from what is happening amongst primary school teachers in Uganda. Yet, effective school supervision could encourage teachers to apply more robust and effective pedagogical practices. In this study, the researcher dredged into the effect of instructional supervision on the pedagogical practices of teachers on the academic performance of pupil’s primary schools in Uganda. The study was incentivised by the persistent complaints from different stakeholders about the deteriorating performance of primary schools in the West Division of Mubende Municipality, which they attribute to poor teaching