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This study aimed at exploring the contribution of head teachers’ supervision role in the
implementation of EQUIP-T in public primary schools in MMC. This study guided by
three objectives. To describe the techniques used by head teachers in supervision, to
find out the outcomes of head teachers’ supervision and to identify the challenges that
head teachers face when implementing EQUIP-T. The study employed transformational
leadership theory and instructional leadership theory. This study used mixed research
approach and a convergent parallel design. 104 sample sizes of the respondents were
used. Data were collected through interview and questionnaires tools. The face and
content validity was employed in testing validity while split-half method was used to
test the reliability. SPSS Version 20 helped in analysis of quantitative data, while
qualitative data was analyzed thematically. The findings revealed that majority head
teachers used clinical and portfolio techniques and most of the head teachers failed to
plan and manage the INSET well. The study also discovered that only few head teachers
succeeded in creating and supervising Income Generating Activities (IGA) effectively.
Nevertheless, the study found that teachers’ negative attitude towards INSET, shortage
of resources and the demoted head teachers remaining in the current schools hinder the
implementation of EQUIP-T in Musoma Municipal Council. Moreover, the study
concluded that the various activities initiated by the EQUIP-T with the aim of raising
the quality of education in schools within the Municipality have not been implemented
as effectively as expected. Finally, the study recommended that, head teachers should be
given training on how to employ differentiated supervision techniques since every
school and individuals are unique. The INSET does not only focus on literacy,
numeracy and inclusion, but also enhances teachers’ attitudinal and functional
development to grow professionally. |
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