Exploring influence of head-teachers’ instructional supervision on development of competences in lesson preparation for science and elementary technology teachers in public primary schools in Gasabo district

Abstract

This study aimed to investigate the influence of instructional supervision practices, on the development of competences of science and elementary technology teachers, in public primary schools within Gasabo district. The specific objectives for the study were to examine how primary school head teachers in Gasabo District conduct instructional supervision to improve lesson preparations for teachers, evaluate the influence of instructional supervision practices on development of competences in lesson preparation among science and elementary technology teachers, and elaborate the suggestions for improvement of school head teacher’s instructional supervision practices. Employing, qualitative design, the study surveyed a population of teachers and head teachers from 40 public primary schools in Gasabo district. Purposive sampling techniques were utilized, resulting in a sample of 5 head teachers and 24 teachers who were selected by the mean of snow boy sampling technique. Data collection involved qualitative methods, including interviews and document review, with thematic analysis applied to analyze research data. Findings indicated that a significant majority of teachers (83.3%) acknowledged that their head teachers do not prioritize pre-observation conferences for lesson planning prior to classroom observations, highlighting a lack of preparatory dialogue between teachers and head teachers. Despite this, all surveyed teachers (100%) reported that they were observed teaching. During these observations, head teachers normally came to class, assessed pedagogical documents, and evaluated teaching aids and instructional strategies. However, a significant number of teachers (83.3%) indicated that constructive feedback from head teachers during post-observation was rare, reflecting a gap in reflective dialogue regarding the observed lessons. The study concluded that low levels of head teachers' involvement in instructional supervision practices had a direct negative influence on the development of competences in lesson planning among science and elementary technology teachers, which in return affected their ability to effectively plan and implement their lessons. The study’s recommendations include encouraging head teachers to enhance the quality of classroom observations, to effectively structure post-observation feedback and to regularly organize the professional development workshops at school level. In addition, the head teachers were recommended to encourage peer observations and support at school level, because observing and providing feedback to each other, teachers can share successful strategies and collaboratively address challenges, enhancing their overall competences. Furthermore, the study also recommended that Sector Education Inspectors (SEIs) conduct regular inspections in their designated areas to evaluate the effectiveness of instructional supervision in schools.