Principals’ Supervisory Strategies for Improving Teachers’ Job Performance in Kweneng Primary Schools: Botswana.

Abstract

This study examined the supervisory strategies employed by principals to improve teachers’ job performance in primary schools within the Kweneng region of Botswana. The study was motivated by persistent concerns regarding low learner academic performance in the region, as reflected in national examination results. Grounded in McGregor’s Theory X and Theory Y, the study explored how principals’ supervisory practices influence teachers’ professional performance and instructional effectiveness.
A convergent mixed-methods design guided the study. Quantitative and qualitative data were collected concurrently using questionnaires and structured interviews. The study involved 60 participants, including teachers, principals, deputy principals, and heads of departments selected from three primary schools representing rural, peri-urban, and urban contexts. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed thematically.*98/*//////////
The findings revealed that principals commonly employed supervisory strategies such as classroom observation, delegation of responsibilities, review of professional records, inclusive decision-making, and professional development initiatives to improve teachers’ job performance. The study further established that supportive and collaborative supervisory approaches contributed positively to teacher motivation, instructional delivery, and professional accountability. However, challenges such as inadequate resources, limited professional development opportunities, excessive administrative workload, and negative teacher perceptions toward supervision constrained effective supervisory practices.
The study concludes that effective supervision plays a critical role in enhancing teachers’ job performance and improving educational outcomes in primary schools. It recommends that the Ministry of Basic Education strengthen capacity-building initiatives for school leaders, provide adequate instructional resources, and promote supportive supervisory environments that encourage teacher professional growth. The study contributes to educational leadership literature by providing empirical evidence on supervisory practices within the Botswana primary school context.