Effect of Head-Teachers Planning Role on Teacher Effectiveness in Primary Schools in Banda Sub-County Namayingo District Primary Schools

Abstract

The study investigated the effect of head teachers’ planning on teacher effectiveness in elementary schools in Banda Sub-County Namayingo District. In this mixed methods study, the researcher employed a combination of qualitative and quantitative techniques in data collecting, analysis, and inference procedures to achieve the overall goal of breadth and in-depth insight and confirmation. The survey study had 165 participants. Because teachers are directly accountable for school administration and are close supervisors and custodians of policy and performance in schools, a systematic, simple random selection technique was used to pick a sample of teachers in schools. Questionnaires and interview guides were used to collect data. The data was analyzed using simple descriptive statistics and Pearson correlation statistics. According to the report, at the outset of each term, head teachers examine and approve work plans, coach teachers as needed during preparation, supervise lesson delivery, and promote workplace security. Furthermore, the study revealed that enhancing reward systems increases productivity, providing teachers an average workload increases motivation, and distributing responsibility develops a sense of ownership of work, all of which contribute to better performance (teacher-effectiveness). The report recommended that the Namayingo District Education Officer’s office be strengthened in order to closely monitor head-teacher supervision practices and ensure that teachers’ failure to complete their jobs as required has no influence on the activities of head-teachers. It was also proposed that all teachers develop lesson plans in order to strengthen their profession and make teaching more relevant for both teachers and students.