Examining the influence of head teachers’ instructional supervision on teachers’ pedagogical practices in government-aided primary schools in Lukaya Town Council, Kalungu District, Uganda
Pedagogical practices encompass the instructional methods, strategies, and approaches that educators use to facilitate learning and promote academic success. They form the basis of quality instruction in the teaching and learning process. Thus, the study examined the influence of head teachers’ instructional supervision on teachers’ pedagogical practices in government-aided primary schools in Lukaya Town Council, Kalungu District, Uganda. Guided by McGregor’s Theory X and Theory Y, the study adopted a qualitative research approach with a multiple case study design to explore how supervision shapes pedagogical practices. The target population comprised the district education officer, inspector of schools, head teachers, teachers, and pupils from the seven government-aided primary schools in the four wards of Lukaya Town Council. Out of the targeted population of 140, only 103 were selected using purposive and simple random sampling techniques to participate in the study. These were the District Education Officer (DEO), the District Inspector of Schools (DIS), 7 headteachers, 35 teachers, and 59 learners. Observation, interviews, and focus group discussions were used as data collection instruments. Qualitative data were analyzed through coding, categorization, and were analyzed thematically. The study found that head teachers demonstrate a generally high level of engagement in instructional supervision. Further, the research indicated that teachers exhibit a commendable level of commitment to pedagogical practices. It also emphasized that there is a significant and direct relationship between the head teachers’ instructional supervision and teachers’ pedagogical practices in government-aided primary schools in Lukaya Town Council. The study recommended that head teachers in government-aided primary schools in Lukaya Town Council should institutionalize a robust instructional supervision framework on the preparation and supervision of pedagogical practices. It recommended that head teachers should equip teachers with the required skills to apply quality pedagogical practices in ongoing lessons. It also recommended that the Ministry of Education and other stakeholders should strengthen leadership development programs focused on instructional supervision and pedagogical practices.