EFFECT OF HEAD TEACHERS’ SUPERVISION QUALITY ON TEACHERS’ PERFORMANCE IN PUBLIC PRIMARY SCHOOLS IN AFGHANISTAN

Abstract

The aim of this study was to examine the effect of head teacher supervision quality on teacher performance in public primary schools in Afghanistan. The objectives of the present study were to explore: teachers’ perceptions regarding the quality of their head teachers’ supervision and how this supervision affects their teaching performance. The overarching objective was to determine the effect of head teacher supervision on teachers' performance in public primary education of Afghanistan.

The target population for this research comprised 25791 male primary school teachers across three provinces: Kabul, Maidan Wardak, and Logar. A stratified random sampling technique was employed to select a sample of 600 male teachers, of whom 521 participated in the study. Data collection was conducted using two developed questionnaires for this research. The first questionnaire assessed teachers’ perceptions of the quality of head teacher supervision, while the second focused on teachers’ own performance.

The results of this study showed high levels of teaching competence, classroom management. Among the supervisory practices, supervision and evaluation emerged as the strongest predictors and significantly increased all aspects of teacher performance. Leadership and communication showed a moderate positive effect, especially on teaching competence and classroom management (Ali, A et al., 2024). Professional development also significantly contributed to improving teaching competence, classroom management, assessment practices, and professional commitment. In contrast, instructional supervision had a relatively weak positive effect relative to other supervisory practices and was not statistically significant for teaching competence and classroom management. Overall, head teachers’ supervisory practices explained a moderate portion of the variance in teacher performance, indicating that while supervision plays an important role, other factors also influence teacher effectiveness.