The Practicability of Instructional Supervision towards Improving Teachers’ Performance in Public Secondary Schools: The Case of Misungwi District- Mwanza Region, Tanzania
Keywords:Quality Assurance, Supervision, Instruction, Teachers’ Performance, Profession
This study aimed at exploring the practicability of instructional supervision towards improving teachers’ performance in public secondary schools, in Mwanza Tanzania. The study employed the clinical supervision model, a mixed approach and exploratory sequential design. A total of 9 schools were participated in this study with a target population of 658 respondents. The participants involved in this study were 09 heads of school, five representatives of School Quality Assurance Officers and 86 teachers. Data was collected through interviews and questionnaires. The research instruments were piloted to ensure their validity and reliability. Quantitative data was analyzed by using the Statistical Package for Social Sciences (SPSS) version 20, while qualitative data was analyzed through thematic analysis. The findings of this study revealed that the instructional supervisions contribute to the improvement of teachers” performance in public secondary school. It Also indicated that inadequate frequencies of instructional supervision hinder the effectiveness of teachers’ performance. Findings also indicated that the instructional supervision is challenged by excessive workloads and harsh language used by SQAOs when inspecting schools and teachers. The study recommends that, to improve teacher’s performance in secondary schools there is a need for policymakers to enforce instructional supervision practices in all schools, the government should enrol enough School Quality Assurance Officers and seminars to internal School Quality Assurance Officers to improve the effectiveness of teaching and learning in school.
Aguti, S. (2015). School inspection and its influence in the quality development of inclusive education practices in Uganda. The University of Oslo.
Grauwe, A. (2007). Transforming school supervision into a tool for quality improvement. International Review of Education, 53(3), 709–714
Greatbatch, D. & Tate, S. (2019). School improvement systems in high performing countries https://readkong.com/page/
Haule, M. E. (2012). The perceptions of school teachers and leaders toward school inspections: The case of Arusha Municipality. Master’s thesis, University of Twente, Enschede, The Netherlands.
Kambuga, Y. & Dadi, H. (2015). School inspection in Tanzania as a motor for education quality: Challenges and Possible Way Forward. Review of Knowledge Economy, 2(1), 1-13
Komba, S. C. & Mwakabenga, R. J. (2019). Teacher professional development in Tanzania: Challenges and Opportunities. Education Leadership, 10(3), 52-72.
Ministry of Education and Vocational Training (MoEVT), (2006). Inspector’s Manual.
Ministry of Education and Vocational Training (MoEVT), (2010). Handbook for school inspector, 3rd edition.
Ministry of Education and Vocational Training (MoEVT), (2011). School inspector’s training manual, Third Edition.
Ministry of Education, Science, and Technology (MoEST), (2017). School quality assurance, handbook.
Misungwi District School Quality Assurance, (2021). Misungwi District school quality assurance primary school whole school evaluation reports.
Mwakajitu, M. & Lekule, C., (2022). Contribution of instructional supervision on teachers’ professional development: A focus on public secondary schools in Rombo District, Kilimanjaro-Tanzania. Journal of Research Innovation and Implication in Education, 6(4) 62–74
Mwesiga, A. & Okendo, E. O. (2018). Levels of teacher's commitment to the teaching profession in secondary schools in Kagera Region, Tanzania.
Namunga, N. W. (2017). Effect of supervision of instructional practices on teaching and learning in secondary schools in Kenya. International Journal of Scientific and Research Publications, 7(2), 418-427.
Nasreen, S. & Shah, M. (2019). Effect of instructional supervisory practices on teacher motivation in private secondary schools of Lahore, Pakistan, Advances in Social Sciences Research Journal, 6(1), 1-18.
Obiweluozor, N., Momoh, U. & Ogbonnaya, N. O. (2013). Supervision and inspection for effective primary education in Nigeria: strategies for improvement. Academic Research International, 4(4), 586-594.
OR-PLG, (2022). Challenges in improving Primary and Secondary Education, what to be improved. Ofisi ya Raisi TAMISEMI
Özgenel, P. & Mert, P., (2019). The role of teacher performance in school effectiveness. International Journal of Education Technology and Scientific Researches, 4(10), 65-78
Peretomode V. F., (2021). Principles and Techniques of Instructional Supervision, ttps://www.researchgate.net/publication.
Reed, R. J. & Mallory, J. C. (1986). The power of clinical supervision: Some theoretical considerations. Teacher Education Quarterly, 13(3), 72-79.
Shahanga, G., Ogondiek, M. & Kigobe, J. (2022). Students' involvement in quality assurance processes: Current Practices in Teacher Colleges in Tanzania, https://www.researchgate.net/publication.
Sharma, S. & Kannan, S., (2021). Instructional supervision a tool for improvement or weapon for punishment, Research Journal of Social Science & Management, 2(8) 23-40.
Tawala za Mikoa na Serikali za Mitaa (TAMISEMI), (2022). Mkakati wa kuimarisha ufundishaji na ujifunzaji ngazi ya elimu msingi: Mji wa Serikali-Mtumba
URT (2008). School inspection in Tanzania as the monitor for Education.Dsm
URT (2010). The national strategy for growth and reduction of poverty: Programme doc. Dsm
How to Cite
Copyright (c) 2023 Monica Ibrahim, Frank Mwamakula, Felister Tangi
This work is licensed under a Creative Commons Attribution 4.0 International License.
All articles published by CJESS are licensed under the Creative Commons Attribution 4.0 International License. This license permits third parties to copy, redistribute, remix, transform and build upon the original work provided that the original work and source is appropriately cited.