Instructional Supervision and Teacher Performance in Secondary Schools in Wakiso District-Uganda

The effectiveness of instructional supervision enhances the performance of teachers in their daily teaching activities which also improves the school productivity. The purpose of this study therefore sought to show the correlation between instructional supervision and teacher performance in Secondary Schools in Wakiso District-Uganda. The study adopted a descriptive survey research design and a correlation research design. The target population was 679 people corresponding to the sample size of 252 respondents by using Solvin's formula. Questionnaire was used as research instrument for data collection. Through data analysis, the findings revealed that supervision was grouped distinctively in these schools. 53 % agreed that instructional supervision is carried out in their district, while 11% recognized the existence of inspection by personnel, 16 % accepted that supervision in general was carried out in schools. It was also noted that 87% firmly approved that challenges do exist during supervision, 11% settled with it and 2% disagree. They include: Instructional supervisors struggle with ambitious goals. They are therefore overworked and realized mediocrity; instructional supervisors are short of financial enticements, certain instructors are not willing to ascertain their limitations, supervisors are challenged by the inadequacy of time for teachers, some supervisors are restricted to services. It was also noted that there is a statistical significant high positive relationship between instructional supervision and teacher performance where R= 0.8421. The study concludes that addressing the challenges in instructional supervision requires specific interventions, such as providing transportation for supervisors, particularly area education officers, and establishing refresher courses for instructional supervisors. The findings from the regression analysis, highlighted by a strong R value, indicate that enhanced instructional supervision practices such as classroom observation, checking of documents, and setting academic targets are closely linked to improvements in teacher performance. The study recommends that Supervisors can address multiple dimensions of teaching including lesson planning, instructional strategies, classroom management, student engagement, assessment practices, and differentiation.