Internal School Supervision Practices and Students’ Academic Performance in Government-Aided Secondary Schools in Luwero District, Uganda
Abstract
The primary aim of this study was to investigate the relationship between internal school supervision and students’ academic performance in government-aided secondary schools in Luwero District. The objectives of this study were threefold, namely: (1) to analyze the relationship between classroom visitation and students’ academic performance in these schools; (2) to examine the connection between reviewing teachers’ records of work and students’ academic performance; and (3) to explore the relationship between evaluating students’ work records and their academic performance. A correlational and cross-sectional research design was employed, utilising a quantitative research approach with a sample of 95 respondents. The collected data were presented using frequencies and percentages to illustrate the distribution of respondents across various items. Data were analysed using Pearson’s Linear Correlation Coefficient (PLCC) and regression analysis. The study findings indicated a significant positive relationship between classroom visitation, reviewing teachers’ work records, evaluating students’ work records, and students’ academic performance. The study concluded that all three factors are positively correlated with students’ academic performance. Therefore, researchers recommend that school administrators regularly conduct classroom visitations, review teachers’ work records, and increase the evaluation of students’ work records to enhance academic performance. Consequently, it is essential to implement these practices
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