The Relationship between In-service Teacher Training and English Language Literacy in Public Primary Schools: An Instructional Supervision, Coaching and Mentoring Models: A Literature Review

Abstract

This literature review examined the relationship between in-service teacher training and English language literacy in public primary schools through the lens of an instructional supervision, coaching and mentoring models. The review aimed to synthesize theoretical and empirical evidence regarding the contribution of teacher professional development to pupils' English language literacy outcomes and to explore the potential of instructional supervision, coaching and mentoring models as sustainable approaches to improving classroom practice. Relevant literature was identified from international, African, and Tanzanian contexts, focusing on in-service teacher training, English language literacy, instructional supervision, coaching and mentoring models, and teacher professional development. The review was guided by Glickman Instructional Supervision, Knight's Partnership Principles of Instructional Coaching, Kram Instructional Mentoring and Guskey's Model of Teacher Professional Development and Student Outcomes. Findings indicate that effective in-service teacher training enhances teachers' pedagogical knowledge, instructional competence, and confidence in delivering English language instruction. However, conventional workshop-based training lacks follow-up support, limiting its influence on classroom practices and learners' literacy achievement. Evidence further suggests that instructional supervision model characterised by classroom observation, feedback and professional support ensure teachers can be able to apply appropriate pedagogical strategies, reading comprehension and discussing challenges hindering English language literacy based on their clasess and finding alternatives to solve with the supervisor; while instructional coaching, characterized by collaboration, reflection, modelling, and continuous feedback, strengthens the transfer of professional learning into classroom implementation and instructional mentoring, characterised by sharing both classroom and pedagogical skills and experience, strengthens teacher’s identity and reduces instructional anxiety. Despite growing international evidence, limited studies in Tanzania have explicitly examined the relationship between in-service teacher training and English language literacy using an instructional supervision, coaching and mentoring perspectives. The review identifies conceptual, methodological, and contextual gaps that justify further investigation within Tanzanian public primary schools. It is concluded that integrating instructional supervision, coaching and mentoring into in-service teacher development programmes may contribute to improved English language literacy outcomes by promoting sustained professional learning and effective instructional practices.