ABSTRACT
Research shows that supervision enhances the performance of teachers in
primary schools because it leads to effective teaching, which impacts the
outcomes of students. However, there has been low performance among
teachers in primary schools in Ibanda municipality despite recognising that
nondirective supervision practices potentially influence the performance of
teachers. Notwithstanding this problem, there has been limited research on
nondirective supervision and teacher performance in the context of public
primary schools in Ibanda municipality. Therefore, the purpose of this study
was to investigate the connection between nondirective supervision and the
job performance of teachers in public primary schools in Ibanda municipality.
The study was mixed methods and found theoretical underpinning from
the path-goal theory. Consequently, a self-administered questionnaire was
used to collect quantitative data from 133 teachers, while head teachers,
a municipal inspector of schools, and a municipal education officer were
interviewed for qualitative insights. The researchers analysed qualitative
data thematically, while quantitative data were analysed statistically using
SPSS. Results indicate a significant negative but weak correlation of -0.29
between nondirective supervision and teachers’ performance, meaning that
when the level of nondirective supervision increases, the level of teachers’
performance reduces. The findings offer context-specific insights regarding
public primary schools in Ibanda municipality, and similar contexts
elsewhere, as they can be used as benchmark opportunities in transferable
situations. Most importantly, these findings are relevant to policymakers
and educational leaders as they may inform educational policy reviews and
improvements regarding teacher supervision and performance. Future
researchers may explore the relationship between integrated supervision on
performance or extend focus on rural contexts and private primary schools.
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