Title: Enhancing Instructional Practices through Collaborative Supervisory Theory: A Participatory Approach to Educational Supervision in Uganda's Primary Education System)
Authors: .Mrs. Aidah Nambusi, .Prof. Busingye Janice, . Dr. Kisubi Esther Christine
Volume: 8
Issue: 11
Pages: 46-53
Publication Date: 2024/11/28
Abstract:
(This study explores the application of Collaborative Supervisory Theory (CST) as a participatory and cooperative approach to enhancing instructional practices in Uganda's primary education system. It examines the limitations of traditional supervisory models and the potential of CST to address challenges such as inadequate teacher support, resource constraints, and varying levels of pedagogical preparedness. Using a qualitative methodology, data were collected through interviews, focus groups, and observations with Centre Coordination Tutors (CCTs) and primary school teachers. The findings reveal that CST fosters a culture of collaboration, reflective practice, and mentorship, leading to improved teaching strategies and professional growth. The study underscores the need to integrate CST into national education policies, design professional development programs for educators, and establish frameworks for sustaining CST-based practices. By emphasizing participatory supervision, CST can improve instructional quality and equity in education. Policy recommendations include embedding CST in the Ministry of Education's supervisory frameworks and investing in training programs to build teacher capacity. These findings highlight CST's transformative potential in addressing systemic challenges and fostering a more dynamic and effective primary education system in Uganda.)