| dc.creator |
Jeremiah, Majaliwa D |
|
| dc.date |
2019-08-27T07:10:27Z |
|
| dc.date |
2019-08-27T07:10:27Z |
|
| dc.date |
2016 |
|
| dc.date.accessioned |
2022-10-20T14:15:31Z |
|
| dc.date.available |
2022-10-20T14:15:31Z |
|
| dc.identifier |
Jeremiah, M.D. (2016). The impact of school-based instructional supervision on teaching and learning in Tanzania: a case of primary schools in Dodoma municipality. Dodoma: The University of Dodoma |
|
| dc.identifier |
http://hdl.handle.net/20.500.12661/1109 |
|
| dc.identifier.uri |
http://hdl.handle.net/20.500.12661/1109 |
|
| dc.description |
Dissertation (MA Education) |
|
| dc.description |
This study examined the impact of school-based instructional supervision on
teaching and learning in Primary Schools in Tanzania. The study was guided by the
Scientific Management and Human Relations theories. The study was mainly
qualitative with quantitative aspects. A cross-sectional design was used and data
were collected in Dodoma Municipal Council through questionnaires, interviews and
documentary reviews. The data were collected from 102 respondents; 60 teachers, 20
heads of departments, 10 assistant head teachers, 10 head teachers, Municipal Chief
Inspector of schools and the Municipal Education Officer.
The findings indicate that school supervisors provided the assistance and support
through classroom visits, observation and discussion from which teaching challenges
were identified and addressed. Supervisory styles such as expert supervision, pairs
and group supervision, supervision between experienced and inexperienced, one-toone
supervision between novice and senior, team teaching, self-directed supervision
and departmental meetings were perceived to be important in improving teaching and
learning. The study also revealed that teachers were well oriented and aware of the
significances of the SBIS. The challenge was that school supervisors had no
guidelines for effective supervision practices in their schools.
It is recommended that the government and stakeholders need to invest in SBIS by
providing the needed training, guidelines and resources to the school supervisors and
schools. Classroom observation needs to be a major focus for the school-based
supervisors in order to discern the area of weaknesses if the aim is to improve
teaching and learning practices |
|
| dc.language |
en |
|
| dc.publisher |
The University of Dodoma |
|
| dc.subject |
Impact |
|
| dc.subject |
Result |
|
| dc.subject |
Outcome |
|
| dc.subject |
Primary schools |
|
| dc.subject |
Tanzania |
|
| dc.subject |
Learning |
|
| dc.subject |
Teaching |
|
| dc.subject |
Dodoma municipal council |
|
| dc.subject |
School based instructional supervision |
|
| dc.title |
The impact of school-based instructional supervision on teaching and learning in Tanzania: a case of primary schools in Dodoma municipality |
|
| dc.type |
Dissertation |
|