The Practicability of Instructional Supervision towards Improving Teachers’ Performance in Public Secondary Schools: The Case of Misungwi District- Mwanza Region, Tanzania
DOI:
https://doi.org/10.53103/cjess.v3i6.198Keywords:
Quality Assurance, Supervision, Instruction, Teachers’ Performance, ProfessionAbstract
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.
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