The role of inspectors in providing supportive supervision to teachers in the implementation of the thematic curriculum: a case study of a school in Uganda

Date of Award


Document Type


Degree Name

Master of Education (MEd)

First Supervisor/Advisor

Dr. Mary Oluga

Second Supervisor/Advisor

Dr. Marriote Ngwaru


Institute for Educational Development, East Africa


The study aimed at investigating the role of inspectors in proving supportive supervision to the teachers implementing the thematic curriculum in Uganda. The study followed a qualitative approach and case study design. Thus data was collected through interviews, focus group interviews, observations and document analysis methods. The study included twelve participants; these were; the district inspector of schools, four inspectors of schools, six teachers who teach primary one to three and the head-teacher of the school. The findings revealed that preparation for supportive supervision starts with drawing a district annual inspection work-plan and quarterly inspection work-plan. This kind of planning was found to be short-term and therefore fails to envision for the future and leaves many gaps in the effectiveness of the inspectorate. It also failed to prioritize the issues at hand thereby leading to some weaknesses in the inspectorate. In the same way, the inspectors applied clinical supervision in their attempt to support teachers but the study also found some gaps in the process of its application; the pre-conference session was inadequately conducted because teachers were not involved in deciding on the areas where support is required so the inspectors dwelled on many aspects. Lastly, after skipping the pre-conference stage the dissemination of feedback also lacked a practical approach, the supervisors adopted a lecture method of interaction with the teachers hence the teachers could not implement the aspects resolved. One strong point was that the inspectors offered immediate and documented feedback which was recorded in the education book maintained at the school. The feedback session was conducted in the presence of all teachers which was also a strong point because all teachers can benefit from it. Finally, the study suggests the need by the inspectors to adopt strategic planning by setting targets which have to be met for improvement of planning, supervision and classroom practice.

This document is available in the relevant AKU library