Signs that Differentiated Supervision is Implemented to Improve Teacher Performance in Public Primary Schools in Iganga District

Isiko Mohammed, Korso Gude, Yona Balyage
School of Education, Humanities and Social Sciences, University of Eastern Africa, Baraton, Kenya.
Email: isikomohammed@gmail.com

Abstract: The current study ascertained signs that differentiated supervision is implemented to improve teacher performance in public primary schools in Iganga District. A descriptive cross-sectional design was used on a sample of 481 respondents selected using stratified, purposive, and simple random sampling techniques. A questionnaire and interview guide were used to collect data. Mean and standard deviations were used to rate the items while the relationship between differentiated supervision appraisal and teacher performance was tested using correlation and regression analyses. A regression analysis was performed to respond to each of the hypotheses using a p-value of 0.05. According to findings, differentiated supervision positively predicts teacher performance (B = 0.040; p =.405>0.05). Based on these results, therefore, there is no statistically significant evidence of differentiated supervision is implemented to improve teacher performance in public primary schools. Conclusively, performance appraisal is used in public primary schools in Iganga District but have a marginal impact on teacher performance. The district reports, which indicate that performance appraisal informs excellence in teacher performance, were not the case in public primary schools given the weak coefficients. It was recommended that teachers need to develop a love for the profession, the head teacher’s presence in schools should be increased, and the ministry of education should invest more money in school inspections.