Abstract

The study investigated the relationship between head teachers’ supervision practices and job performance of teachers in government aided secondary schools in Western Uganda. Head teachers supervision practices were studied in terms of supervision behavior, support and communication. Job performance of teachers was considered in terms of classroom teaching, management of students,
discipline as well as regularity and interpersonal relations. The study adopted a cross-sectional research design using the quantitative approach on a sample of 333 teachers. Data were collected using both the questionnaire. Data were analysed using quantitative. Inferential analysis showed that while supervision behaviors and support had a positive and significant influence on job performance of
teachers, supervision communication did not. It was concluded that supervision behaviors and support are important for the job performance of teachers. Therefore, it is recommends that head teachers should provide effective supervision to teachers because such a practice has a significant positive influence on teachers’ job performance.