Perceptions of primary school teachers on head teachers’ instructional supervision in Tanzania

Jonathan, Daud

dc.creator	Jonathan, Daud
dc.date	2022-02-28T12:56:42Z
dc.date	2022-02-28T12:56:42Z
dc.date	2021
dc.date.accessioned	2022-10-20T14:15:55Z
dc.date.available	2022-10-20T14:15:55Z
dc.identifier	Jonathan, D. (2021). Perceptions of primary school teachers on head teachers’ instructional supervision in Tanzania(Doctoral thesis). The University of Dodoma, Dodoma.
dc.identifier	http://hdl.handle.net/20.500.12661/3364
dc.identifier.uri	http://hdl.handle.net/20.500.12661/3364
dc.description	Dissertation (MA Education)
dc.description	This study report findings from an investigation of the perception of public primary school teachers on the role of head teacher’s instructional supervision in improving teaching and learning practices in Tanzania. The study adopted a qualitative approach within which a phenomenology design was used to investigate the topic. The study was guided by three objectives examining the perception of instructional supervision, teachers’ perception of supervision and how it informed improvement in T/L practices and the optimal way to conduct this process. Furthermore, the study was guided by Hawthorne theory by Elton Mayo and theory X &Y by Douglas McGregor from the Human Relation Management theory. The study was conducted in Dodoma city council involving twenty eight (28) informants; three (03) were head teachers and twenty five (25) primary school teachers. Purposive sampling was used to select study sample using criteria as experiences, gender and position to ensure diversity and correct representation of informants in the sample. Research data in form of field-notes, pictures and audio-recording were collected through focus group discussion interview and document review. Further, analysis of the data was done through thematic analysis. Findings revealed that teachers have positive perception of instructional supervision done by head teacher, however the process require minor modifications. Moreover, teachers acknowledged that supervision has professional ramifications and leads to professional growth. On the impacts of instructional supervision, findings indicated that the process contribute to the raising the standard of education provided by improving the teaching skills of the teachers and equipping them with various techniques for teaching. Lastly, on the optimal way of conducting supervision teachers suggested several modifications such as trainings for teachers and supervisors, funding, frequent supervision, collaboration and teamwork to counter challenges as lack of communication skills, unprofessional conducts, incompetent supervisors, insufficient time and preparation and overcrowded classrooms. The study recommended the initiation of trainings in form of seminars and workshops on instructional supervision. Additionally, incorporation of technological innovations in instructional supervision to revolutionize this process and lastly, the study recommended policy makers to review the existing supervision guidelines to ensure transparent and objective instructional supervision process characterized with professional conducts.
dc.language	en
dc.publisher	The University of Dodoma
dc.subject	Public primary school teachers
dc.subject	Head teacher’s
dc.subject	Instructional supervision
dc.subject	Hawthorne theory
dc.subject	Theory X &Y
dc.subject	Teaching and learning practices
dc.subject	T/L practices
dc.title	Perceptions of primary school teachers on head teachers’ instructional supervision in Tanzania
dc.type	Dissertation