Roles of school administrative support supervision on teachers’ competence in the implementation of competency-based curriculum in Lango secondary schools, Uganda

Abstract

This study examined the influence of school administrative support supervision on teachers’ competence in implementing the Competency-Based Curriculum (CBC) in secondary schools in Uganda’s Lango sub-region. Grounded in Goal Path Theory and Gross’s Theory of Curriculum Implementation, the study employed a quantitative correlational research design to determine the relationship between administrative supervision and teachers’ competence. A sample of thirty-seven secondary schools, comprising public and private institutions, was selected using stratified random sampling techniques. Data were collected using a structured questionnaire based on a five-point Likert scale and analysed using SPSS version 27. The results revealed a strong, positive, and statistically significant relationship between school administrative support supervision and teachers’ competence in CBC implementation (r = .857, p < .001). Regression analysis indicated that improvements in administrative supervision significantly predicted increases in teachers’ competence, with the model explaining 73.4 percent of the variance in competence levels (R² = .734). The study contributes novel empirical evidence from a developing-country context by demonstrating that administrative supervision functions not only as an evaluative mechanism but also as a transformative tool that enhances teacher competence and supports effective CBC implementation. It emphasizes sustained, structured supervision as a critical lever for improving curriculum implementation outcomes nationally.