Influence of Headteachers’ Supervision Strategies on Teachers’ Job Satisfaction in Secondary Schools in Masereka, Democratic Republic of Congo

This study examined the influence of headteachers’ supervision strategies on teachers’ job satisfaction in secondary schools in Masereka, Democratic Republic of Congo. The study was guided by the need to understand how instructional supervision practices such as classroom observation, feedback provision, mentoring, coaching, collaboration, and performance appraisal affect teachers’ motivation, morale, and overall job satisfaction. A descriptive research design was adopted, integrating both quantitative and qualitative approaches. The target population comprised 120 teachers and 15 headteachers from 15 secondary schools. A sample of 90 teachers and 15 headteachers (n = 105) was selected using purposive sampling. Data were collected using structured questionnaires for teachers and semi-structured interview schedules for headteachers. Quantitative data were analyzed using descriptive statistics, including means and standard deviations, while qualitative data were analyzed thematically.

instructional supervision, headteachers, job satisfaction, teacher motivation, secondary schools

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