Abstract

This study explores the relationship between directive supervisory practices of head teachers and the job
performance of teachers in selected Public Primary Schools in Ibanda Municipality, Ibanda District, Uganda.
Employing a correlation research design, the study examines the monitoring methods employed by head teachers
and their impact on teacher performance. Both quantitative and qualitative data were collected, with primary
school teachers responding to questionnaires and head teachers participating in interviews. A mixed-methods
approach was utilized to provide a comprehensive analysis. A sample size of 162 respondents was selected using
Krejcie and Morgan's table of sample selection from a population of 251. The findings indicate that Directive
Supervisory Practices positively influence teachers’ performance and are perceived as effective in promoting
positive outcomes. Recommendations include further investigation into the impact of head teachers’ supervisory
practices on variables such as teachers’ effectiveness, pupils’ attitudes, and the overall school climate, as well as
exploring the influence of teachers’ performance on pupils’ academic achievement. Additionally, the study suggests
that school head teachers could benefit from employing both directive supervisory practices to enhance teacher
performance.
Keywords: Directive head teacher, Supervisory practices, Job performance, Public primary schools, Ibanda
Municipality