Date of Award

11-2015

Document Type

Dissertation

Degree Name

Master of Education (MEd)

First Supervisor/Advisor

Dr. Mweru Mwingi

Second Supervisor/Advisor

Veronica Sarungi

Department

Institute for Educational Development, East Africa

Abstract

This study sought to explore teachers‟ perceptions of the effects of instructional supervision particularly the three areas of preparation to teach, assessment of learning and time table utility. Previous research indicates that the perception of teachers towards instructional supervision needs to be positive if supervision is to meet its purpose of realizing high standard of instruction in schools. Furthermore, there was limited knowledge on what teachers perceive of the effect of instructional supervision on professional development despite the known relationship between perception and practice. The sample consisted of 116 teachers selected through stratified sampling from 10 public primary schools from 2 divisions in Arua municipality. Data was collected using self- administered questionnaire on a five point Likert scale. Thereafter, data was analyzed using descriptive statistics and presented in percentages. The study established that teachers positively perceived the effect of instructional supervision on their professional development in the three designated areas. The study further found that instructional supervision enabled teachers to improve on what they already know, their teaching skills and their ability to make informed decisions, leading to student success and that the teachers continue to be supported through instructional supervision. However, teachers felt less supported through instructional supervision in designing summative assessment using Bloom‟s taxonomy, planning and developing instructional materials and student‟s study-time. The study recommends that further studies using qualitative approach needs to be done to confirm findings of this study so as to get more insight into teachers‟ perception of the effects of instructional supervision on professional development in the three designated areas.

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