Are School Leaders in Tanzania Effective in Fostering Instructional Change? Unveiling This Black Box from the Feedback Perspective

Abstract

Feedback is among the most powerful influences on learning a new skill. Surprisingly, very little attention has been given to studying this issue in relation to interactions between school leaders and frontline teachers particularly during the adoption of educational changes. This qualitative study provides findings on feedback provided to teachers by school leaders in relation to the adoption of a new Tanzanian curriculum. The data were collected from teachers and leaders in three schools using document reviews and individual interviews, and were processed through thematic analysis. Findings revealed various technical issues with regard to feedback method, timing, and quality. Factors that influenced these and their likely influences on the professional growth of the teachers are discussed within the context of reviewed literature. Recommendations for policy and practice are provided.