Abstract

To create a proactive and effective educational system for individual, community, and national progress, it is presumable that educational stakeholders must oversee educational practices to obtain consistently good results. Supervisory assessment of teaching staff helps educators obtain the support they need to succeed as well as to evaluate, weigh, and examine the benefits of various educational methodologies and tactics to achieve high-quality student performance in schools. This study analysed the effect of heads of schools’ supervisory practices on students’ learning achievement in public secondary schools in Ubungo municipality using 240 participants, including heads of schools, students, and teachers. The study employed a mixed approach with convergent parallel as the design. Various methodologies were employed to gather data, including questionnaires, documentary reviews, observations and semistructured interviews. The results revealed that the supervisory practices of school heads play a greater role in the quality of teaching and overall learning achievement of students in secondary schools. The academic achievement of students is impacted by supervisory practises such classroom visits, teacher mentoring, assessing teachers pedagogical abilities, assisting teachers in creating lesson plans, and other creative teaching methods. However, unfriendly working conditions, including a lack of facilities, funding, and dedicated teachers, make it difficult for school heads to carry out their supervisory duties. As a result, for supervisory practises to have a significant impact on the teaching and learning process, the government must constantly provide adequate school infrastructure, hire enough qualified teachers, create appropriate teaching and learning resources, and set up an efficient monitoring system to improve the teaching and learning process in secondary schools.