According to this study, effective support supervision is crucial for the improvement of quality primary schooling in Uganda. Quantitative and qualitative methods were used to assess primary and secondary data and analyse support supervision as an effective activity focused on improvement in the quality of education. A minimum mean value of 1 and a maximum average value of 4 were used to help interpret the data from the respondents and other relevant information obtained from the documents reviewed. School supervision practices in primary schools was regarded extremely effective at the mean ranging from 3.26 to 4.00. Additionally, the results shown in Table 4.5 from the respondents generally regarded support supervision in primary schools as effective at the average mean value of 2.59, which corresponds to effectiveness in the rating scale at a comparatively low standard deviation of 0.81. According to ‘How we inspect’ document (MoES, 2012) support supervision is a critical aspect of management that involves overseeing the work of teachers and providing mentorship support to ensure that they perform their tasks effectively. However, issues of ineffectiveness in support supervision such as lack of support, inadequate feedback during and after supervision of teaching hinder their ability to perform effectively.Teachers may feel uncertain of what is expected of them and may not improve their performance if effective support is not given. Therefore the stakeholders who are directly responsible for effective support supervision should collectively strive to provide clear guidance and feedback on teaching performance when supervision is done. It is essential that clear guidelines for performance are established to help teachers be aware of the criteria they are evaluated on. This will help the teachers to understand what they need to do to improve and be able to focus their efforts towards improvement of quality education.