THE QUALITY OF FEEDBACK FROM DISTRICT PEDAGOGICAL SUPERVISIONS IN IMPROVING TEACHER PERFORMANCE IN THE MOCUBA DISTRICT

Abstract

Pedagogical supervision is an essential strategy for ensuring the quality of the teaching-learning process, promoting teachers' professional development and improving instructional practices. This article analyzes the quality of feedback provided by district pedagogical supervisions and their contribution to improving teacher performance at Mugeba General Secondary School, in Mocuba district, during the 2023–2024 period. The study is based on a qualitative approach using semi-structured interviews, document analysis, and literature review. The results show that although supervisions have positive effects, challenges persist, such as the lack of systematic feedback, insufficient supervisor training, and logistical constraints. Strengthening supervision practices through continuous training, standardized guidelines, and sustained monitoring is recommended.