Authors: Baseki Beatrice Thomas and Demetria Gerold Mkulu
Department of Educational Foundation
St. Augustine University of Tanzania
P. O. BOX 307 Mwanza.
Email: basekithomas442@gmail.com
ABSTRACT
This study aimed at exploring the contribution of head teachers’ supervision role in the implementation of educational quality improvement program in public primary schools in Musoma Municipal Council. This study guided by three objectives namely: the techniques used by head teachers in supervising, the outcomes of head teachers’ supervision and the challenges that head teachers face when implementing EQUIP-T activities. The study employed transformational leadership theory and instructional leadership theory. This current study employed mixed research approach and a convergent parallel design. 104 sample sizes of the respondents were used. Data were collected through interviews and questionnaires instruments. The face and content validity was employed in testing research instruments while split-half method was used to test the reliability. Statistical Package for Social Science (SPSS) Version 20 was used to help in analyze quantitative data, while qualitative data was analyzed thematically. The findings revealed that majority head teachers employed clinical and portfolio supervision techniques. The findings indicated that most head teachers involve other stakeholders in decision making and communicating vision and mission of their schools. Moreover, the findings indicated that majority of the head teachers neither failed to plan and manage effectively the In-Service training (INSET) and majority head teachers are neither creative nor supervising well the Income Generating Activities (IGA). The study also revealed that, head teachers supervision are hindered by various factors such as some demoted head teachers and some promoted teachers to remain at the current schools, shortage of resources and negative attitude of teachers towards INSET. The study recommended that, head teachers should give training on how to employ differentiated supervision techniques as every school and individuals are unique. And the INSET does not only focus on literacy, numeracy and inclusion, but also enhances teachers’ attitudinal and functional development to grow professionally.
Keywords: Head Teachers supervision, Head Teachers contribution, Educational Quality, Educational Quality Improvement Program, mentoring supervision, portfolio supervision, differentiated supervision
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Suggested Citation
Baseki.B. T. and Mkulu. D.G. (2021). Contribution of Head Teachers Supervision in the Implementation of Educational Quality Improvement Program in Public Primary Schools in Musoma Municipal Council. African Research Journal of Education and Social Sciences, 8(3), 82-96. Available online at http://arjess.org/education-research/contribution-of-head-teachers-supervision-in-the-implementation-of-educational-quality-improvement-program-in-public-primary-schools-in-musoma-municipal-council.pdf
