The role of heads of departments in enhancing the quality of education in secondary schools in Tanzania
| dc.contributor.author | Urio, Perpetua John | |
| dc.date.accessioned | 2020-05-28T09:06:59Z | |
| dc.date.available | 2020-05-28T09:06:59Z | |
| dc.date.issued | 2006 | |
| dc.description | Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF LC2609.U74) | en_US |
| dc.description.abstract | This study aimed at finding out how heads of departments in Tanzanian secondary schools dealt with their task areas in relation to administrative process in enhancing quality education. The study also intended to find out the support level accorded to heads of departments by school administrative system for the performance of their roles. This study was conducted in Arusha and Coast Regions comprising a sample of seventy- two respondents from eight secondary schools. Data were collected through interviews, questionnaires and documentary review. Data collected were subjected to content analysis and numerical data were summarized into tables. Findings revealed that in implementation of instructional programmes the heads of departments maintained quality and syllabus coverage by evaluating lesson plans, students’ lesson notes, logbooks, and schemes of work. They did not plan for subject clubs, debates and study tours as activities that could contribute to students’ understanding. On management of students, it was concluded that the students’ issue seriously addressed in the department was the evaluation process but others like interest, abilities and motivation did not receive proper attention. Pertaining to management of teachers, it was concluded that heads of departments had little ability to influence teachers’ professional development, motivation and conducting classroom observation as contributing factors to quality education. In regard to management of resources, it was concluded that heads of departments had the role of managing resources but lack of departmental offices and adequate materials in their departments affected their ability to contribute to quality education. On support from administration, it was concluded that administrative systems are not supportive to the extent that can make heads of departments contribute optimally to the enhancement of quality education. From these findings, it is recommended that heads of departments should be supported in terms of resources, role clarification, clear vision, recognition, and motivation. More importantly, they should be exposed to different professional development and training on how to lead departments, in order to contribute to the provision of quality education | en_US |
| dc.identifier.citation | Urio, P J (2006), The role of heads of departments in enhancing the quality of education in secondary schools in Tanzania, Master dissertation, University of Dar es Salaam. Dar es Salaam | en_US |
| dc.identifier.uri | http://41.86.178.5:8080/xmlui/handle/123456789/11671 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | heads of departments | en_US |
| dc.subject | quality of education | en_US |
| dc.subject | secondary | en_US |
| dc.subject | administrative system | en_US |
| dc.subject | evaluating lesson plans | en_US |
| dc.title | The role of heads of departments in enhancing the quality of education in secondary schools in Tanzania | en_US |
| dc.type | Thesis | en_US |