Effect of Supervision and Training on Elementary School Teachers' Performance

Abstract

Teachers’ low competence in teaching can be the reason for poor performance. Teachers’ competency is the result of effective training and supervision. The purpose of this study was to test the training and supervision effects on teachers’ performance through the mediation of teachers’ competence in primary schools in the Ethiopian Tigray Regional State Bureau of Education. The correlation and the causal relationship of the variables in this study were done using a quantitative approach. The sample in this study was 80 elementary school teachers who were taken from Mekelle, the capital of Tigray Regional State, by using purposive sampling. Data were collected using a 5-point Likert-scale questionnaire. This study uses SmartPLS4 and SPSS software to analyze the data. Data analysis techniques like outer loadings, composite reliability, p values, discriminant validity, R², Fornell-Larcker criteria, and path coefficients were employed in this study. The result revealed that training and supervision have a significant positive effect on teachers’ competence and performance a p-value of 0.000 in all cases. Teachers’ competence also has a significant positive effect on their performance at p=0.000.