Evaluation of Administrative Support Supervision Level: Evidence from Secondary Schools in the Lango Sub-Region, Northern Uganda
Odit Emmanuel *
Department of Professional Studies, Faculty of Education, Lira University, Lira, Uganda and Department of Education, Tezpur University, Assam State, India.
Sashapra Chakrawarty
Department of Education, Tezpur University, Assam State, India.
*Author to whom correspondence should be addressed.
Abstract
This study examined the level of administrative support supervision in secondary schools in the Lango Sub-region of Northern Uganda. A quantitative descriptive cross-sectional design was adopted, involving 234 teachers selected through proportionate stratified sampling from public and private schools. Data were collected using a structured Likert-scale questionnaire and analysed using SPSS version 27.0. Findings showed that the overall level of administrative support supervision was moderate (M = 3.1084, SD = 0.18045), though significantly higher than the benchmark value of 3.00, t (233) = 9.192, p < .05, with a moderate effect size (d = 0.601). Classroom observation and supervision feedback were rated high, while instructional leadership, curriculum coordination, and resource provision were moderate. Continuous professional development was notably low. The study concludes that administrative support supervision is present in secondary schools of Lango subregion but uneven across domains which limits effective curriculum implementation. It recommends strengthening professional development, instructional leadership, curriculum coordination, and resource provision to enhance educational outcomes.
Keywords: Administrative support supervision, instructional leadership, secondary education, competency-based curriculum, Uganda