DOI: 10.36344/ccijhss.2019.v05i07.006

Pages: 218-223

Supervision is the process of working with teachers to improve their performance in their professional chores. This study sought to assess the impact of supervision of teachers by heads of schools in Mbire District in Central Zimbabwe. The study was quantitative and utilised a descriptive survey design. The population comprised of all primary school heads and teachers in Mbire District. The sample consisted of 200 teachers and 20 heads of schools. Of the sample respondents, 120 were males and 100 females. All the information was collected through a questionnaire which had both close-ended and open-ended questions. The study revealed that both teachers and heads concurred that supervision as it obtained in their schools needed more time and resources. It also revealed that heads were using models of supervision that did not promote teacher growth and motivation. The study recommends that heads of schools should not be allocated a class to teach if they are to effectively carry out their supervisory roles. The study also recommends that the Ministry of Primary and Secondary Education should organise workshops and in-service training sessions to help heads acquire better skills for supervising teachers.