The roles of internal instructional supervision in enhancing teachers effectiveness: a case study of two primary schools in Awere sub-County Pader district, Uganda

Date of Award


Document Type


Degree Name

Master of Education (MEd)

First Supervisor/Advisor

Mary Oluga

Second Supervisor/Advisor

Dr. Nipael Mrutu


Institute for Educational Development, East Africa


Internal instructional supervision in school is considered a vital practice in improving teacher’s instructional practice and greater academic achievement of learners. This study provides an exploration of the significant roles internal instructional supervision plays towards enhancement of teacher effectiveness. The study further seeks to establish the relationship between internal instructional activities and effective teaching at school level. The study adopted a qualitative case study design in which two schools were investigated. The respondents in this study include headteacher, deputy headteacher, head of departments, and teachers. In an attempt to gather the data required in this study, one on one semi structured interviews were administered to headteachers and deputy headteachers, focused group discussions were conducted with teachers and head of departments. For purposes of corroboration, relevant documents related to instructional supervision in the school were analyzed. The finding from this study indicates that internal instructional supervisors engage in activities such as preparing teachers for supervision, supervision of teachers’ artifacts, observation of lessons and conducting conferences. The study further reveals that internal instructional supervisors and teachers have diverse perception of supervisory process. However they all pointed that there is a significant relationship between internal instructional supervisory practices and teacher effectiveness especially in lesson preparation, development and use of instructional materials, and modeling child-centered methods of teaching. Besides, Lack of consistency and accuracy by internal supervisors in data capturing during lesson observation was pointed as a loophole in internal instruction supervision. Finally the study concluded that regular classroom observation and supervision of teacher’s artifacts such as schemes of work, lesson plan and instructional materials by internal supervisors enhances teacher effectiveness. A collaborative approach of supervision and timely feedback given in a collegial and supportive manner improves teachers’ responses and commitment to instructional practices.

This document is available in the relevant AKU library