Supporting teachers improves children’s learning in school

“Through support supervision, I receive feedback"

By Risa Otsu
teacher training
UNICEF Uganda/2019/Adriko
13 August 2019

Through the Irish Aid funded programme aimed at enhancing the quality of education for Karamoja schools, schools in Karamoja sub-region are enjoying the benefits of support supervision for teachers.

“At the beginning, I got surprised to know that teachers in this school received support supervisions very often. But now, I am very comfortable with it,”

John Bosco Kelly, a P1 teacher at Morulem Girls Primary School, said.

Morulem Girls Primary School is located in Abim District in Karamoja sub-region, with a population of 1,146 girls.

The Headteacher and the Deputy Headteacher of the Girls’ school benefitted from the UNICEF-supported trainings, on teachers’ support supervision that aim at improving teacher effectiveness and subsequently boosting the learning of pupils. 

After the programme started, one of the biggest changes happening in the school is that support supervisions for teachers is conducted more often and is very useful. 

“Through support supervision, I receive feedback on what I should maintain as well as what I should improve. It is very helpful because it improves my teaching skill. I am now more confident as a teacher,”

Kelly emphasized.

Usually, support supervision is conducted by head teachers, CCTs, and mentors, but in Morulem Girls Primary School, teachers themselves conduct peer-to-peer supervisions as well. After the Headteacher participated in the trainings on support supervision, he immediately started disseminating the skill he gained to other teachers in his school. In addition, he created a “support supervision sheet” for teachers to observe their colleagues’ lessons effectively and offer detailed feedback. “Giving responsibilities to teachers contributes to building trusted relationship among us,” the Headteacher said. 

In addition to the supervisions, Kelly also got an opportunity to engage in a UNICEF-supported training on gender-sensitive pedagogy. Through this training, he learned how to treat children equally. “I did not know anything about gender-sensitive pedagogy before the training. My attitude towards children changed a lot after that training,” he confessed. 

In Kelly’s math class, students actively participate in learning despite the numbers. The pupils look very relaxed and did not hesitate to answer the questions in front of others. On the classroom wall, there are colorful posters, that motivate students to learn.

“To be honest, I did not think that I would become a teacher. But now, I am very happy to be a teacher. I do not want to leave this profession,”

In Karamoja sub-region, the quality of education has been one of the biggest issues. In 2014, before the programme started, the completion rate of primary school was on average 14 per cent. One of the bottlenecks constraining the quality of education was the inadequate support for teachers, resulting in low motivation and competencies of teachers. Today, teachers have been received trainings contributing to a number of positive changes in the classroom, improved teachers’ effectiveness, ultimately contributing to pupil’s learning.