Abstract: This study ascertained implementation of feedback appraisal to improve teacher performance in public primary schools in Iganga District. A descriptive cross-sectional design was used on a sample of 396 including 317 teachers and 79 head teachers obtained using stratified, purposive, and simple random sampling techniques. A questionnaire and an interview guide were used to collect data. Qualitative data was coded, analyzed, and arranged verbatim. Items for each of the aspects of appraisal by feedback were presented using means and standard deviation. Later, the relationship between appraisal by feedback and teacher performance was performed using the Pearson Correlation Model. A regression analysis was performed to respond to each of the hypotheses using a p-value of 0.05. Differentiated supervision positively predicts teacher performance (B = 0.040; p =.405>0.05). Based on the results, there are no statistical indicators for the implementation of appraisal by feedback to improve teacher performance in public primary schools, was thus refuted. Conclusively, performance appraisal is used in public primary schools in Iganga District but have a marginal impact on teacher performance. The district reports, which indicate that performance appraisal informs excellence in teacher performance, were not the case in public primary schools given the weak coefficients. It was recommended that teachers need to develop a love for the profession, the head teacher’s presence in schools should be increased, and the ministry of education should invest more money in school inspections.

Abstract: The current study ascertained signs that differentiated supervision is implemented to improve teacher performance in public primary schools in Iganga District. A descriptive cross-sectional design was used on a sample of 481 respondents selected using stratified, purposive, and simple random sampling techniques. A questionnaire and interview guide were used to collect data. Mean and standard deviations were used to rate the items while the relationship between differentiated supervision appraisal and teacher performance was tested using correlation and regression analyses. A regression analysis was performed to respond to each of the hypotheses using a p-value of 0.05. According to findings, differentiated supervision positively predicts teacher performance (B = 0.040; p =.405>0.05). Based on these results, therefore, there is no statistically significant evidence of differentiated supervision is implemented to improve teacher performance in public primary schools. Conclusively, performance appraisal is used in public primary schools in Iganga District but have a marginal impact on teacher performance. The district reports, which indicate that performance appraisal informs excellence in teacher performance, were not the case in public primary schools given the weak coefficients. It was recommended that teachers need to develop a love for the profession, the head teacher’s presence in schools should be increased, and the ministry of education should invest more money in school inspections.

Received July 5, 2020; Revised January 30, 2021; Accepted February 1, 2021

Abstract: The main purpose of this study was to establish from teachers of English language and students, the ways in which content expertise for English Language teachers defines learning outcomes. This was geared towards enabling readers understand the ways in which teachers of English Language handle tasks that create positive impact. The study was conducted on a sample of 208 respondents obtained from a population of using stratified and simple random sampling techniques. The study used mixed methods research design. The findings revealed that teachers’ creation of opportunities for students to demonstrate possession of skills is related to development of reading skills and if students are allowed to demonstrate the skills they possess, they are able to exhibit speaking skills in various ways. Furthermore, reading together is essential in the learning of new materials. The results indicate that it is easier for students who read tests in groups to discover more about poetry and novels, thus, obtaining new information, which translates into exposure to reflect what would be required in the English Language curriculum. The use of body language also influences learners’ outcomes especially in terms of; learning new materials that are pick up poetry books, pupils difficulty recalling material from previous day’s lessons and quality of pupils’ reading skills. The study recommends the use of extra materials especially where the student enrollment rate is very high. This is intended to make sure that performance for each student is monitored at individual level without compromising efforts of slow learners. It also recommends that while preparing lessons for teaching, learners’ expectations should be incorporated.