Heads Of Schools’ Instructional Supervision Practices And Their Effect On Teaching Of Ict In Public Secondary Schools In Tanzania: The Case Of Dodoma City Council

ABSTRACT

This study aimed at examining the impact of the school head's instructional supervision practices on quality teaching of ICT in public schools in Tanzania the case of selected schools in Dodoma city. The specific objectives were (i)to identify the head of schools’ instructional supervision practices used in improving ICT teaching; (ii) to examine teachers’ perceptions on instructional supervision; (iii) to assess the impact of instructional supervision practice on teaching effectiveness of ICT; and (iv) to identify the optimal supervisory approach that suits well with ICT teaching. A descriptive study was conducted on the selected public secondary schools in Dodoma city which were using an ICT curriculum and they have facilities for ICT subject. A sample of 66 respondents was randomly selected from the four selected schools namely Kiwanja cha Ndege, Msalato Girls, Dodoma, and Viwandani Secondary Schools. A questionnaire was used as a primary data collection tool and school results reports were used as a secondary data collection tool. SPSS version 20 and MS Excel were used to help a descriptive analysis and presentation. The findings indicated that teachers' perception of instructional supervision can positively or negatively affect the quality of teachers' performance. Also, findings indicate that there is an optimistic consequence of instructional supervision by headteachers on teachers' work performance. The optimal approaches included staff in-house pieces of training, Instructional meetings & inspection of schemes and lesson plans, and Formal class/lab visit. The study recommends that the Ministry of Education, Science, and Technology (MOEST) has to equip heads of school with up-to-date instructional knowledge that would effectively be used to make friends but effective supervision in which staff would be willingly offering their maximum cooperation. Lastly, because teachers had negative attitudes towards instructional supervision due to intimidation, heads of schools should give details to teachers about the purpose of teacher supervision. vi TABLE