Research proposal sample

Research proposal sample

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

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Effective teaching requires guidance from experienced supervisors to enhance teachers’ instructional competence (Liu & Su, 2022). This guidance, termed support supervision (MoES, 2015), is mandated by Uganda’s Ministry of Education and Sports (MoES), which stipulates that head teachers should supervise lower primary teachers weekly, while Centre Coordinating Tutors (CCTs) and Education Officers should conduct termly visits. Support supervision involves planning, observation, feedback, and follow-up to ensure continuous improvement (Evans & Hotten, 2022).

Teacher competence significantly influences learning outcomes (MoES, 2016). While initial training is essential, ongoing professional development through support supervision, workshops, and further education is crucial for maintaining competence (Mwila et al., 2022; Darmuh & Ramdani, 2022). In Uganda, teacher competence encompasses knowledge, skills, values, attitudes, and professional ethics, categorized into content knowledge, instructional competence, and assessment proficiency (MoES, 2016). Competence enhances intrinsic motivation and teaching effectiveness (Matthies, 2017).

For mathematics instruction, teachers must employ effective pedagogical strategies, particularly in early childhood education, where foundational skills are developed (Segarra & Julià, 2022). Quality learning opportunities are vital for children’s mathematical proficiency (Abenawe, 2022).

1.1.1 Historical Perspective

The concept of worker competence traces back to the Industrial Revolution, where Frederick Taylor’s scientific management emphasized training and supervision to enhance productivity (Thomson, 1998). This approach later influenced education systems, including the UK’s teacher supervision model in the 19th century.

Initially, teacher competence was assessed only during training, but this proved insufficient due to the gap between theory and practice (Soepriyatna, 2012). Continuous professional development, salary incentives, and performance appraisals were later adopted to sustain competence (Behr, 1984; Lau & Sim, 2008).

In Uganda, the 1963 Education Review Commission and subsequent reforms, such as the Primary Education Reform Program (PERP, 1993), emphasized teacher support. However, challenges such as inadequate funding, heavy workloads, and insufficient CCT facilitation hindered effectiveness (NPA, 2017).

1.1.2 Theoretical Perspective

This study is anchored in two theories:

1. Vygotsky’s Zone of Proximal Development (ZPD, 1978): Teachers achieve competence through guidance from more experienced mentors (Newman & Latifi, 2021).
2. Bandura’s Social Cognitive Theory (1977): Teachers develop competencies through observation, imitation, and reinforcement (McLeod, 2014).

1.1.3 Conceptual Perspective

Teacher competence involves subject mastery, instructional skills, and assessment proficiency (Akinyi, 2013; Rhchen, 2003). Support supervision includes mentoring, coaching, and reflective feedback (Purwanto, 2019; Dewi, 2021). Effective supervision fosters professional growth through collaboration and dialogue (Blandford, 2010).

1.1.4 Contextual Perspective

Despite government efforts, teacher competence in Pallisa District remains low, evidenced by poor numeracy outcomes (Uwezo, 2019; NAPE, 2011). Factors include inadequate supervision, insufficient preparation, and low motivation (Okurut, 2008). This study investigates whether improved support supervision can enhance teacher competence in mathematics.

1.2 Statement of the Problem

While support supervision is proven to enhance teacher competence (Toh et al., 2022), Ugandan teachers—particularly in Pallisa—struggle with ineffective instructional methods (MoES, 2017). Poor supervision practices, such as fault-finding rather than constructive feedback (Okia, 2020), contribute to low learner performance (UNEB, 2020; Uwezo, 2021). This study examines mentorship and coaching as strategies to improve teacher competence in Kamuge Sub-County.

1.3 Purpose of the Study

To assess the impact of support supervision on teacher competence in mathematics instruction in Kamuge Sub-County.

1.3.1 Objectives

1. Examine the influence of mentorship on teachers’ mathematical knowledge.
2. Assess the impact of coaching on instructional competence.
3. Analyze the relationship between support supervision and teacher competence.

1.4 Research Questions

1. How does mentorship affect teachers’ knowledge competence in mathematics?
2. What is the relationship between coaching and instructional competence?
3. How does support supervision influence overall teacher competence?

1.5 Research Hypotheses

• H₀₁: No significant relationship exists between mentorship and knowledge competence.
• H₀₂: Coaching does not influence instructional competence.
• H₀₃: Support supervision has no effect on teacher competence.

1.6 Scope of the Study

• Geographical: Ten primary schools in Kamuge Sub-County.
• Content: Support supervision and teacher competence in mathematics.
• Time: 2021–2024.

1.7 Significance of the Study

The findings will:

• Inform policy on teacher support strategies.
• Guide district education officers in organizing training.
• Empower teachers to seek professional development.
• Enhance head teachers’ supervisory skills.

1.8 Theoretical Framework

Vygotsky’s ZPD theory underscores the role of expert guidance in teacher development. Scaffolding—through mentorship and coaching—enables teachers to attain higher competence levels.

1.9 Conceptual Framework

The study’s model links support supervision (mentorship, coaching) to teacher competence (knowledge, instruction, assessment). Extraneous variables like motivation and working conditions are controlled.