School-based Support Supervision as a Predictor of Teacher Job Satisfaction in Secondary Schools in Bukedea District, Uganda

This study examined the influence of school-based support supervision by school managers on teacher job satisfaction in secondary schools in Bukedea District, Uganda.The study was underpinned by Herzberg's Two-Factor Theory of Motivation.Convergent parallel mixed methods research design was employed.The study targeted 480 secondary school teachers and 81 administrators from both government-aided and private secondary schools., a sample of 214 teachers were selected using proportionate simple random sampling techniques for the quantitative data, while purposive sampling was used to select 10 participants for the qualitative data collection.Quantitative data were collected using structured questionnaires while interviews were conducted to collect qualitative data.Quantitative analysis using descriptive statistical methods revealed a moderately significant positive relationship between school-based support supervision and teacher job satisfaction (r = .436,p = .000).Linear regression analysis indicated that school-based support supervision accounted for 19% of the variance in teacher job satisfaction.However, classroom observation and peer supervision were found to negatively predict teacher job satisfaction.The study concluded that while school-based support supervision plays a role in job satisfaction, its effectiveness is limited when teacher welfare is not adequately addressed.Additionally, other factors influence teacher job satisfaction.The study recommends strengthening the capacity of school-based supervisors to conduct regular, meaningful supervision to enhance teacher job satisfaction.Furthermore, ensuring equitable pay across different school categories and teacher levels is essential for improving job satisfaction.