Influence of Instructional Supervision Practices on Teacher’s Classroom Performance in Public Secondary Schools in Shinyanga Urban District
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SAUT
Abstract
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This study was aimed at investigating the influence of instruction supervision practice
on teachers’ classroom performance in Shinyanga Urban District in Tanzania. The
study objectives were; to identify instructional supervision methods employed to
improve teachers’ classroom performance; to examine teacher’s perceptions towards
instructional supervision practices; to determine the influence of instruction
supervision on teachers’ classroom performance; and to asses’ different ways to
improve instruction supervision practices in schools. Mixed research approaches with
descriptive survey design were utilized in the study. Questionnaires and interview
were the main instruments employed in the study. Piloting was carried out using test retest technique to determine the validity and reliability of instruments. The researcher
obtained a sample of 5 public secondary schools, 5 heads of public secondary schools,
5 wards education coordinators, 1 district education officers, two education quality
assurers and 30 teachers through both simple random and purposive sampling
techniques. The study findings revealed that instructional supervision practices have
direct influence on enhancing teachers’ classroom capability. Hence the majority of
participants (83%) agreed that the practice helps teachers to teach more effectively,
improve their pedagogical skills and evaluate their teaching progress. The study
recommended that the government should provide regular supervisory training in
schools and education colleges to enable teachers to be aware of the practice. The
study concludes that instructional supervision should be taken as a priority in schools
in order to improve the quality of teachers.
Keywords
Classroom Performance; Supervision Practices