RESEARCH CONSULTANCY

SUPPORT SUPERVISION AND TEACHER COMPETENCE IN THE TEACHING OF MATHEMATICS IN LOWER PRIMARY CLASSES.  A CASE OF KAMUGE SUB-COUNTY, PALLISA DISTRICT

ABSTRACT

Teacher competence is critical to the teaching and learning of children. Several studies about learner outcomes in Uganda seem to indicate low achievements accusing teachers of being less competent in handling learners. The Educational structure in Uganda provides for experienced supervisors (head teachers, Centre coordinating tutors, and district education officials) to ensure teacher competence. Skilled and knowledgeable professional supervisors are expected to conduct support supervision sessions and enhance teacher competence through Continuous Professional Development (CPD) workshops.  However, there seems to be little effort made by supervisors to improve teacher competence. Therefore, this research seeks to establish the relationship between support supervision and teacher competence in the teaching of mathematics in lower primary classes in Kamuge Sub County Pallwasa district. The objectives of this study include investigating the influence of mentorship on mathematics knowledge competence among lower primary teachers, establishing the influence of coaching on instructional competence of mathematics among lower primary teachers, and examining the relationship between support supervision and teacher competence. Both quantitative and qualitative study approaches were employed in a descriptive survey design. A total of 136 purposively selected participants were involved in the study. The respondents were composed of head teachers, teachers, Centre Coordinating Tutors (CCTs), and District Education Officers (DEOs). Data was collected using interview guides, observation guides, and questionnaires. The collected data was analyzed using content analysis, descriptive analyses and. the Pearson correlation was used to test the hypotheses.

CHAPTER ONE

INTRODUCTION

1.1 Background to the study

To perform effectively, a teacher requires support from a more experienced and knowledgeable supervisor to improve competence in facilitating learning in their schools (Liu & Su, 2022).  This support was referred to as support supervision (MoES, 2015). The Ministry of Education and Sports recommends a head teacher to supervise each teacher in the lower primary at least once a week. The Centre Co-ordinating Tutor (CCT) is expected to offer support supervision for each lower primary teacher at least once a term.  As well an Education Officer, is expected to visit a school once a term (MoES, 2015).  Applying support supervision, the supervisors are expected to plan, supervise, and give feedback to the teachers in the post-supervision phase. The external supervisor is also expected to debrief the staff and provide a report to the head teacher who was expected to continue the follow-up on the agreed areas that need improvement (Evans, & Hotten, 2022).

The quality of children’s learning was determined by the competence of teachers. This was in line with the Ministry of Education’s assertion that, the quality of children’s education depends on the competence of teachers (MoES, 2016). However good initial teacher training may be a competent teacher has to continue learning through support supervision, continuous professional development, and upgrading (Mwila et al, 2022; Darmuh & Ramdani,, 2022).

In Uganda today, the key competencies required by a teacher to be effective are knowledge, skills, values, attitudes, and professional ethics. This was categorized into knowledge, content competence, and instructional competence. In assessing the relationship between teaching competence and the teaching style of teachers, MoES (2016) observed a positive correlation between teacher competence and teaching style. Though the results differed from person to person in the case of primary teachers, the correlation was positive. Competence is a significant determinant of a person’s intrinsic motivation and actual competence to carry out a given task (Matthies, 2017).

To teach mathematics effectively, it was required that teachers give quality service to their learners Segarra, & Julià, (2022). It calls for the use of effective skills by the teachers teaching children in their early childhood. This was so because early childhood was the foundational stage where most developmental activities take place. To learn mathematics effectively children, need to be provided quality learning opportunities (Abenawe, 2022).

1.1.1 Historical perspective

The history of competence among workers dates back to the Industrial Revolution in Europe during the 17^th century when workers regardless of the nature of work were expected to be competent Nelsons (1980) as cited by Kaumporoulis and Vlachopoliotl (2012). During the revolution period, Taylor (1839) who was a professional supervisor discovered, that human beings were unable to operate machines since workers needed to rationalize their workload resulting in the loss of their salaries which made them less competent (Thomson, 1998). Taylor came up with new approaches like scientifically choosing, and training employees, and providing support supervision depending on their specific tasks to suit the right jobs (Thomson, 1998). Taylor’s approach to improving the competence of employees came to be implemented in the fields of education in the United Kingdom (UK) in 1839.

Before support supervision was introduced, teacher competence was measured only at the teacher training level. This however was insufficient since training and practice are two different constructs. Soepriyatna (2012) identified the domains of teacher qualifications, learners’ motivation, classroom-oriented learning, and influence of policy and curriculum design as some of the key teacher competence measures in Indonesia. Although there were several constraints at work between teachers, learners, and classroom practices, teacher competencies were assured in Indonesia through the domain of qualifications

Continuous training was also another way teachers were helped to advance their competence. Lau and Sim (2008) point out that teacher training and remedial action were offered to teachers as a continuous knowledge upgrade and improvement in classroom practices. It was hoped that the benefits from the training, remedial, and setting of the teaching-learning standards could be fully realized hence optimizing teacher competence. The mechanisms needed to put training in place to ensure that teachers utilize remedial teaching through computer technology for further development and communication were designed to increase teachers’ familiarity with a wider range of classroom practices in primary schools.

Behr (1984) reported that teachers’ salary increments and appraisal systems also played a significant role in ensuring teacher competence in classroom practices. The National Professional Teachers’ Organization (NAPTOSA), the Association of Professional Teachers (APT), and the South African Democratic Teachers’ Union (SADTU) supported teachers’ salaries and appraisal systems as yardsticks for teacher competencies.

Eton (2019)  in his study about the role of teacher competence in Uganda,  emphasized practices such as pedagogical skills for effective delivery in the classroom, Performance appraisals, and teachers’ regular attention to issues like classroom organization, time management, and receiving feedback during class time as key issues to improving teacher competence.

In Uganda, the Education Review Commission established by the government in 1963 to increase access, equity, and quality of primary education in Uganda recommended improvement of teacher welfare as a precursor to teacher self-improvement. This however never produced good tangible results in teacher competence (Tissa report 2012).

The Primary Education Reform Program (PERP) was later launched in 1993 as a consequence of poor learner performance. The government initiated the Primary Education and Teacher Development Program (PETDP) that focused on teacher training and improvement of school management as a measure to ensure teacher competence. The reform program gave support supervision priority and this was to be spearheaded by the Centre Coordinating Tutors (CCTs). The CCTs were charged with the responsibility of mentoring and coaching the teachers, head teachers, and school management committees. Besides the support, a teacher receives from the CCT, head teacher, and education officers.  Peer support supervision within the class or school was also encouraged. Unfortunately, their performance was being undercut by a lack of facilitation and heavy load. It was common to find a coordinating center without a CCT for a long period due to a lack of manpower at the college and limited funding for CCTs for example maintenance of motorcycles and fuel (NPA 2017).

1.1.2 Theoretical Perspective.

The assumption of this study was that support supervision improves teacher competence in the teaching of mathematics in Lower primary classes. The study was guided by the following theories, firstly by the Zone of Proximal Development (ZPD) by Vygotsky (1978) which states that “an individual was capable of reaching their potential (ZPD) through problem-solving under guidance or in collaboration with more capable others”.

The ZPD according to Vygotsky was the difference between the actual developmental level as determined by independent problem-solving and the level of potential development as determined through problem-solving under adult guidance or in collaboration with more capable peers (Newman & Latifi, 2021). The tenets of this theory that were applied to this study are concepts of More knowledgeable others (MKO) and scaffolding. The more knowledgeable others in this case are the senior teachers, head teachers, and or even external supervisors who scaffold teachers to attain the expected competence levels. The application here was that for teachers to achieve their full potential they should be supported by the more knowledgeable person.

Another related theory to this study was the social cognitive theory by Bandura (1977). Bandura’s theory states that behavior is determined by expectancies and incentives. Behavioral competencies, social competencies, and cognitive skills are acquired by teachers through observational learning (Bandura, 1977).  The teacher observes the modelled event by the support supervisor and forms a cognitive construct, which shapes future behaviours and competencies. The teacher shapes individual everyday classroom functions such as goal setting, self-monitoring, and self-influence about what they expect from their competent performance. In other words, when a teacher decides to replicate an observed behaviour, that teacher’s self-efficacy provides them with the confidence to attempt and perform the observed behaviour. Thus, improving their teaching competencies (McLeod, 2014).

1.1.3 Conceptual perspective

Teachers’ competence is important for the learners’ learning of mathematical concepts (Kaskens, et al., 2020). Teachers’ competency has positive effects on the learners’ holistic development and helps teachers to improve their teaching techniques (Selvi, 2010). Mardia (2014) defines teacher competence as the ability to manage learning, which includes planning, implementation, and evaluation of learning outcomes of learners. Nguyen, Griffin, and Nguyen (2006) quoted Medley who refers to teacher competence as the knowledge, abilities, and beliefs a teacher possesses and brings to a teaching situation. Rhchen (2003) conceptualizes teacher competence as the ability to teach well using teacher competencies such as knowledge, skills, and attitudes that satisfactorily meet the social and professional requirements of teaching roles and bring about good learning. Akinyi (2013) defines teacher competence as the ability to contribute positively to the recognition of school goals by way of the timely accomplishment of adequate planning, learners’ engagement, and assessment of learners.

In this study, teacher competence refers to functional abilities that teachers show in their teaching such as assessment of learners (Akinyi, 2013), subject content knowledge (Nguyen, 2006), and instructional quality (Rhchen, 2003). Ogbo (2015) defines support supervision as the maximum mentoring of the teacher into the most professionally efficient and effective person he/she is capable of becoming.  Purwanto (2019) defines support supervision as a coaching exercise planned to aid teachers and other employees in performing their work very well in the form of encouragement, direction, and creation of opportunities for the growth of skills of teachers

The concept of support supervision was the guidance offered to teachers to improve their professional growth (Hobson et al, 2009; Sundli, 2007). Other concepts include coaching (McLean & Hudson, 2012) referring to a supervision relationship where the coach attempts to support the client’s work-related choices. In addition, process consultation and consulting (Lambrechts, et al, 2009), and sparring resemble mentoring (Alila, 2014). Support supervision in teaching also leans on collaboration, reflection, and dialogue (Pattwason, 2010) as it focuses on a more profound understanding of a teacher’s multidimensional role and a stronger trust in one’s teacherhood (Blandford, 2010).

For this study, support supervision means the mentoring and coaching that a more knowledgeable professional teacher and supervisor offers to a less knowledgeable teacher to improve their performance. It involves coaching (Dewi, 2021) and mentoring (Purwanto, 2019). Mentoring was the guidance and encouragement that was continuously given to mentees by the mentor over some time to enable them to attain the desired qualities (Ikegbusi, 2014; Keeler, 2009). The desired qualities for this study include knowledge, instructional, and assessment competence. It was defined as the process where helpful, personal, and reciprocal relationships are built while focusing on achievement and providing emotional support (Premkumar, 2010)

Coaching is a professional relationship between coaches and the coaches aimed at improving the skills of the coaches. The coach listens and asks questions thereby creating clarity and moving the coach forward in action (Coaching, 2020). This study envisages that support given to teachers by a more experienced and knowledgeable supervisor was critical to their competence. Support must be done objectively; consistently and informatively otherwise it is a waste of time and effort. Through objective support supervision, the school administrators and managers can monitor and direct what takes place in the classes as well as the schools.

1.1.4 Contextual perspective

Although the government has from time to time increased the resources to the education sector, and strengthened the in-service training system, (MoES. 2010), the lower primary class teachers of Pallisa district especially Kamuge sub county generally still exhibit low competence in the teaching of mathematics.  This was further evidenced in a Report sought by (NAPE 2011) which showed that in Pallisa, about 59 percent of P6 learners were not proficient in English and literacy and 54 percent were not proficient in numeracy (NAPE 2011; Uwezo (2019) reports that between 2015 and 2018, the learning outcomes in numeracy among children in the lower primary has remained low and appeared to be declining; from 6.8% in 2015 to 6.2% in 2018.

According to research conducted by Okurut (2008) in the districts of the Teso Sub–Region, it was found that learners’ poor performance was due to teacher incompetence. The research points out several factors as causes of teacher incompetence like, lack of adequate preparation, inadequate motivation, and lack of effective support supervision by education officials. A lot of efforts and funds have been injected into improving teacher competence in the teaching of mathematics in Uganda. Some of the efforts include supporting the head teachers, CCTs, and local government education officials to improve their support supervision skills (MoES, 2017). During Early Grade Reading (EGR) programs, (Training and field supervision and monitoring) support supervision was also included as one of the critical areas of concern. Despite all these efforts, teacher competence has not improved at all.

The researcher assumes that the incompetence of teachers was reflected in the lack of support supervision.  This has interested the researcher to try and find out whether teachers are receiving quality support to enhance their competence in teaching mathematics. Another question to address was whether the people supposed to offer support supervision are themselves competent enough   Literature shows that school administrators are not effectively support supervising teachers which brings into question the pedagogical practices being used in the classes and schools (Malunda, Onen & Musaazi, 2016).

1.2 Statement of the Problem

Support supervision through mentorship, coaching, and peer supervision improves teacher competence (Toh, et al.2022, Dewi, 2021). Teacher competence is critical to a teacher’s effectiveness in the instruction of mathematics to young children. Support supervision through mentorship, coaching, and reflective feedback results in teacher competence. Teachers who command a certain level of competence effectively teach mathematics at any given level in school engagements (Elliot, 2015).

However, teachers of Pallisa as is the case with other teachers in Uganda exhibit inappropriate, ineffective subject content delivery, and inappropriate instructional quality (MoES 2017). Musaazi, (2016) asserts that the incompetence of teachers in Uganda is attributed to; teachers’ irregular planning, failure to conduct continuous assessments, and low motivation. The support supervision common to Ugandan administrators is however directional and most times carried out to find mistakes (Okia 2020). Such supervision does not help improve performance. Perhaps this explains the poor performance of the learners over the years as underscored by the assessment studies conducted by UNEB 2018; 2020 and Uwezo 2021 which show minimal proficiency levels of learners in numeracy in Uganda. Pallisa is no exception to these inadequacies. Unless this trend is reversed, children of Kamuge are likely to find difficulty in continuing their education successfully.

Available studies conducted on teacher competence and the teaching of mathematics in lower primary focus on variables such as principle leadership (Haryono, et al., 2020; Zubaidah, 2021), teacher motivation (Madjida, 2020), commitment and job satisfaction (Granero-Gallegos, et al., 2020). Not many studies examine teacher competence and support supervision in Uganda, let alone in Kamuge Sub County, Pallisa district. This study intends to address the existing gap in support supervision with a focus on mentorship and coaching as a way to improve teacher competence in mathematics teaching among lower primary class teachers. Addressing this issue is paramount to fostering a conducive learning environment wherein both teachers and pupils thrive.

1.3 Purpose of the study

To investigate the influence of support supervision on teacher competence in the teaching of mathematics in lower primary classes of the Kamuge sub-county, Pallisa district.

1.3.1 Objectives of the study

1. To investigate the influence of mentorship on mathematics knowledge competence among lower primary teachers in Kamuge Sub-County, Pallisa district.
2. To assess the influence of coaching on instructional competence of mathematics among lower primary teachers in Kamuge Sub-County, Pallisa district
3. To examine the relationship between support supervision and teacher competence in the teaching of mathematics in Kamuge Sub-County, Pallisa District.

1.4 Research questions

The study was guided by the following research questions:

1. What is the relationship between mentorship and teacher knowledge competence in mathematics instruction of lower primary class teachers in Kamuge Sub-County, Pallisa district?
2. What is the relationship between coaching and instructional competence of mathematics among lower primary teachers in Kamuge Sub-County, Pallisa District?
3. What is the relationship between support supervision and teacher competence in the teaching of mathematics in Kamuge Sub-County, Pallisa District.

1.5 Research hypotheses

H01. There is no relationship between mentorship and mathematics knowledge competence among lower primary teachers in Kamuge Sub-County

H02. There is no relationship between coaching and instructional competence in mathematics among lower primary teachers in Kamuge Sub-County, Pallisa district

H03. There is no relationship between support supervision and teacher competence in the teaching of mathematics in Kamuge Sub-County, Pallisa District

1.6.1 Geographical scope

The study was carried out from ten Primary Schools in Kamuge Sub County, Pallisa district. Kamuge Sub County was selected because of its poor performance (district education data 2020) and there are no studies to understand the phenomenon under investigation are lacking. Pallisa district is located in the eastern part of Uganda. It is bordered by Mbale on the eastern side, Budaka on the West, and Kumi on the north. It has been observed that teachers in these schools exhibit incompetence. The researcher assumes that support supervision can effectively improve teacher competence.

1.6.2 Content scope

The study focused on support supervision and teacher competence in the teaching of mathematics; it was specifically focused on examining the support supervision and teacher competence indicators in the teaching of mathematics in the Kamuge sub-county. The study also aimed at establishing the relationship between support supervision and teacher competence in Kamuge Sub County.

1.6.3 Time scope

The study considered the time frame between 2021-2024 a period in which the study was proposed and when the report is expected to be presented.

1.7 Significance of the study.

The study focused on enhancing knowledge on support supervision to help teachers teach mathematics effectively which was building knowledge that enhanced teacher competence in Kamuge Sub County, Pallisa district.

The DEO may use the study findings to plan workshops for all teachers on how to teach effectively. Using the findings, the DEO may release teachers to go for ongoing professional courses especially those who have been teaching for some years.  They need to be equip with modern methods of teaching and new knowledge.  The DEO may also take seriously his responsibility of support supervision and give teachers helpful feedback etc.

The study findings may help the district inspectors of schools to organise training for the head teachers to equip them with knowledge and skills on support supervision. The trainings will form a backbone for continuous head teacher mentorship and coaching.

The teachers may use the findings of this study to seek professional development opportunities to improve their knowledge and skills of teaching mathematics.

Head teachers may use the findings to effectively support supervise their teachers. The findings may also motivate the head teachers to seek skill improvement opportunities.

The centre coordinating tutors (CCTs) will use the findings of this study to determine the teacher professional needs and prepare the trainings accordingly.

1.8 Theoretical Perspective

This study was guided by the Zone of Proximal Development (ZPD) theory by Vygotsky (in 1978). The ZPD theory states that the ZPD is the difference between what a learner can do on their own and what they can do with help and support from a skilled partner. The skills that are still being developed are shown in this zone. The theory stresses how important social contact is for learning and growth, saying that cognitive skills are formed through social interactions and then taken in by the person. Accordingly, teaching mathematics may be neither too easy (which wouldn’t help growth) nor too hard (which could make the teacher frustrated). To learn, teachers should be given teaching tasks that they can finish with the help of someone more knowledgeable like a head teacher, or fellow teacher. This is known as “scaffolding.” With this method, the support supervisor gives the teacher guidance, help, hints, and support at levels that the teacher can use to be more competent.

1.8 Conceptual framework

The conceptual framework as illustrated in Figure 1.1 below guided the study. The variables include support supervision as the independent variable and teacher competence as the dependent variable. The determinants for support supervision include mentoring (Keeler, 2009), which points out guidance, encouragement, and feedback as constructs for mentoring while (Swafford, 2000) indicates training, modelling, and feedback as indicators for coaching.

Teacher competence was the dependent variable as illustrated in Figure 1.1. Teacher competence comprises knowledge of subject content by the teacher (Nguyen, 2006), instructional competence (Rhichen 2003), and assessment of learning. (Akinyi, 2013). Also, curriculum interpretation competence by the teacher was reflected by the quality of the schemes of work and lesson plans prepared (Hamin et al., 2008). Instructional competence is determined by how the teacher applies methods and how they manage the classroom to influence learning. Additionally, a competent teacher applies assessment in their planning to improve the quality of teaching (Allen, 2004).

The study envisages workplace working conditions and motivation (Tark, 2017) as extraneous variables. These were controlled as much as possible to minimize their influence on the findings.

Figure 1.1: The relationship between support supervision and teacher competence

Independent variables                                                                  Dependent variables

Support supervision                                           Teacher competence in teaching mathematics

           Extraneous variables

1.9 Definition of terms

Competence: competence is the teacher’s ability to carry manage and conduct their lessons effectively (Mardia, 2014).

Supervision: This was the process of guiding, helping, teaching, coaching, and remembering for the teacher to improve his or her performance (Okia, 2022).

Support supervision: Assistance accorded by the leadership to the classroom teacher to help him/her perform effectively (Ogbo, 2015; Purwanto, 2019).

Supervisor: Any person assigned to oversee the activities carried out by the subordinate.

Supervisee. A person under observation by a senior person.

Teacher Competence. Ability to carry out assigned tasks effectively to accomplish the school objectives (Nguyen 2006)

Mentoring; is the guidance and encouragement that is continuously given to mentees by the mentor over some time to enable them to attain the desired qualities (ikegbusi, 2014; Prekumer, 2010).

Coaching; is a professional relationship between a coach and a coach aimed at improving the skills of the coached (Dewi, 2021).