The role of school heads in enhancing effective instructional supervision in Tanzania: the case of public secondary schools in Iringa municipality
| dc.contributor.author | Ndunguru, Wilgis | |
| dc.date.accessioned | 2019-09-04T15:50:09Z | |
| dc.date.accessioned | 2020-01-08T09:13:56Z | |
| dc.date.available | 2019-09-04T15:50:09Z | |
| dc.date.available | 2020-01-08T09:13:56Z | |
| dc.date.issued | 2012 | |
| dc.description | Available in print copy | en_US |
| dc.description.abstract | The purpose of this study was to investigate the role of school heads in enhancing effective instructional supervision in Iringa Municipality, Tanzania. The study rests on the following objectives: (i) to establish leadership roles that influence teachers’ instructional performance in school; (ii) to determine the authority of school heads in instructional supervision in schools; and (iii) to assess the way school heads involvement in influencing the teachers’ activities for better performance in schools. The study used a qualitative approach. It involved a sample of seventy informants. The categories of sample were students, teachers, school heads, education officers and school inspectors. The study deployed purposive and stratified sampling to select informants who formed the sample of the study. The Methods of data collection relevant for the study included interviews, focus group discussions, observation and the document search. Inductive analysis technique was used in data analysis. Findings revealed that (i) motivations, human relation, leading by example, team approach, in service training and monitoring of school progress were the approaches used by school heads to create an ideal environment which influenced teachers in enhancing instructional supervision. Also, style used by school heads in organizing school activities were; bureaucratic, laser-faire, autocratic and democratic style. However, the study revealed democratic style encouraged teachers to work in team. The study also (ii) unveiled the school heads authorities in instructional matter which were; ability to make and enforce decision, judging instructional matters, commanding and sanction. However, school heads did not realize their authorities as they failed to become instructional leaders. Lastly, (iii) school heads were not highly involved in assessing instructional matters in schools. The study concluded that poor instructional performance evidenced in public schools caused by (i) little teachers motivation, undesired human relation in schools, lack of in-service training of teachers and failure to lead by examples. (ii) Lack of school heads awareness to realize their authorities and (iii) their little involvement in instructional matters. Finally, the study recommends that instructional training for school heads and professional development for teachers are of significant importance. Also, government has to create an ideal environment for school heads to supervise instructional matters in their school. This entails issuing appropriate policy that will specifically guide the supervision of instruction in schools. | en_US |
| dc.identifier.citation | Ndunguru, W.(2012). The role of school heads in enhancing effective instructional supervision in Tanzania: the case of public secondary schools in Iringa municipality. Master dissertation, university of Dar es Salaam. Available at (http://41.86.178.3/internetserver3.1.2/search.aspx?formtype=advanced) | en_US |
| dc.identifier.uri | http://localhost:8080/xmlui/handle/123456789/4238 | |
| dc.language.iso | en | en_US |
| dc.publisher | The university of Dar es Salaam | en_US |
| dc.subject | school heads | en_US |
| dc.subject | public secondary schools | en_US |
| dc.title | The role of school heads in enhancing effective instructional supervision in Tanzania: the case of public secondary schools in Iringa municipality | en_US |
| dc.type | Thesis | en_US |