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Instructional supervision is the work of overseeing, equipping and supporting teachers
to provide meaningful learning experiences for students. This study presents the results
of the investigation on the contribution of instructional supervision to the teaching and
learning process in secondary schools in Nyang’hwale District, Tanzania. The
objectives of the study were; to examine how instructional supervision is being
conducted, to explore the impact of instructional supervision in the teaching and
learning process, to find out challenges facing instructional supervision and the
solutions to the challenges facing instructional in secondary schools. The study was
guided by Theory X and Y of Douglas Mcgregor. The study used a mixed research
approach whereby both qualitative and quantitative approaches were employed. The
sample size of 110 respondents was obtained by using Yamane formula. The qualitative
data were analyzed through themes while quantitative data were analyzed descriptively.
The study discovered that despite the importance of instructional supervision in the
teaching and learning process in secondary schools, still teachers were not well
supervised to improve their pedagogical skills in Nyang’hwale District. This hindered
effective teaching and learning in secondary schools. Therefore, the study concluded
that instructional supervision in Nyang’hwale District contributed to the effective
preparation of scheme of work and lesson plans. Teachers were not much supported in
other aspects of teaching such as teaching methodologies, classroom management,
professional development and preparation of teaching aids. The study recommended
that the government should hire more qualified supervisors and funding seminars to
both teachers and supervisors. |
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