The study sought to solicit school management teams (SMTs) and teachers’ contextual understanding of teacher supervision in schools. A convergent parallel research design within a mixed-method approach was utilised. The sample comprised 16 SMT members and 48 teachers. A structured questionnaire and a semi-structured interview schedule were utilised to gather data. Quantitative data were analysed using SPSS version 23 while content analysis was used to thematically analyse qualitative data. Findings revealed that teachers and SMTs held different views about the concept teacher supervision and there was no consistency regarding the elements that needed to be supervised, as well as the degree to which such elements were to be supervised. Most supervision aspects were never or were sometimes supervised in schools. The study concluded that though teachers and SMTs held inconsistent views and interpretation about the concept teacher supervision, SMTs were not competently carrying out teacher supervision partly due to deficient subject pedagogic and content knowledge and skills. The study recommends the need for SMTs to implement thorough supervision and ensure that supervision must not always be formal as literature posits that informal supervision effectively complements formal supervision.

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