Actualizing School Heads’ Instructional Supervision for Teachers’ Job Effectiveness in Public Secondary Schools in Misungwi District, Mwanza - Tanzania

Abstract

This study examined how school heads’ instructional supervisory skills influence teachers’ job effectiveness in public secondary schools in Misungwi District, Mwanza Region, Tanzania. The study was guided by Fayol Administrative Management Theory (1949). The study adapted a mixed research approach and an explanatory sequential design.The study involved two hundred and four (204) teachers who were selected through stratified sampling technique and eleven (11) head of schools who were selected purposively. The questionnaire was used to collect quantitative data from teachers while the interview collected qualitative data from the head of schools. The instruments were validated and reliable, with a correlation coefficient of 0.81, and the reliability of qualitative data was based on trustworthiness. The researcher analysed quantitative data using descriptive statistics with the help of SPSS version 26 and qualitative data were organized into themes and analysed thematically. The findings found that heads of schools’ instructional supervision skills and practices enable school heads to oversee teachers, make the teachers use appropriate methods of teaching and assessing the acquisition of knowledge, skills and attitude. The study recommends the need for educational stakeholders including the government through the the Ministry of Education, Science and Technology (MoEST) to maintain instructional supervision and develop communicative leadership practices. Educational leaders were also recommended to conduct continuous management and supervision seminars and training programs to teachers as well as giving productive feedback to teachers.