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The main focus of this study was to assess the role of headteachers as internal
instruction supervisors of pupils’ academic performance in Tanzania. The study used
both qualitative and quantitative approaches in collecting, presenting and analyzing
the data obtained from the field. The questionnaire, interview, observation and
documentary review methods were used for data collection. Purposive sampling and
simple random procedures were used to collect data from 63 respondents including
primary school teachers, headteachers, ward education coordinators, school quality
assurers and district education officers. The findings indicated that: Headteachers
were not conducting instruction supervision properly and the majority were involved
in some instruction activities such as checking lesson plans, schemes of work,
monitoring school timetable and provide instructional materials to teachers. It was
found that classroom observation, provision of feedback to teachers after classroom
observation, checking of pupils’ works and monitoring of pupils’ progress reports
were not conducted by head teachers in most visited primary schools.
The study also found that; headteachers’ workload, lack of knowledge and skills on
conducting instruction supervision, shortage of classrooms, curriculum reforms and
awareness of parents on free basic education policy were the challenges which
inhibit headteachers to conduct instruction supervision effectively. Moreover, the employment of more teachers, in-service training to headteachers, delegation of
power to other teachers and increase the number of classrooms will lead to
improvement of internal instruction supervision. The study recommends that head
teachers should be provided with supervisory training for effectively internal
instruction supervision. Another study could be conducted to compare instruction
supervision in districts which perform better and those with poor performance. |
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