Head Teachers' Supervisory Styles and Performance of Teachers in Government Aided Primary Schools in Buyanja Sub County, Rukungiri District

Abstract This study sought to establish the relationship between supervisory styles and performance of teachers in primary schools in Buyanja Sub County Rukungiri District, Uganda. The objectives of the study were to establish the relationship between task oriented supervisory styles, people oriented supervisory style and clinical supervisory style with performance of teachers in primary schools in Buyanja Sub County Rukungiri District. The study adopted the correlational research design on a sample of 181 using a self-administered and an interview guide. Data were analysed using both quantitative and qualitative data methods. The quantitative data analysis methods were descriptive statistics that included frequencies, percentages and means, and inferential analyses that were correlation and regression analyses. Descriptive analysis revealed that task oriented supervisory styles, people oriented supervisory styles, and clinical supervisory styles were good. Regression analysis revealed that clinical supervision had a positive significant influence on performance of teachers but task oriented supervision had a positive but insignificant relationship while people oriented supervision had a negative and insignificant relationship. Therefore, it was concluded that task oriented supervisory style is not the most essential supervisory style for performance of teachers in primary schools, people oriented supervisory style is not the most effective style for performance of teachers in primary schools, but clinical supervisory style is the most appropriate supervision style for performance of teachers. Therefore, it was recommended that head teachers of primary schools should not over prioritise task oriented supervisory style, head teachers' of primary schools over emphasise the people oriented supervisory style to influence performance of teachers in primary schools and head teachers of primary schools should prioritise clinical supervisory style to enhance performance of teachers.