Instructional supervision: best management practices in secondary schools in Kinondoni municipality, Tanzania

Abstract

Quality of learning depends much on classroom management, and instructional supervision always helps to alert the teacher in managing class. Instructional supervision practices engage teachers and their principals in a mutual relationship for the sole purpose of developing, maintaining and improving a school’s instructional programme, especially its curriculum and teaching personnel in attaining quality of education. This study intended to explore the best practices of instructional supervision management in selected secondary schools in Kinondoni Municipality. Specifically, it was aimed at examining the perception of teachers about instructional supervision practices and identifying exemplary/best practices of instructional supervision techniques practiced in secondary schools and lessons drawn from them for other institutions. The study used both qualitative and quantitative approaches and a descriptive survey design. It relied on a sample size of 159 participants, including parents, heads of schools, heads of departments, teachers and students from five selected secondary schools. The data were collected through interviews, questionnaires, document reviews, and observation and were analysed through descriptive statistics and content analysis. The findings of this study revealed that the majority of teachers had negative attitudes towards instructional supervision as a result of unfriendly supervisory practices by heads of schools and heads of departments. The supervisors failed to create a friendly environment with their supervisee to the extent that the teachers perceived instructional supervision as a mere implementation of the stipulated policies. The study further observed that the supervisors lacked adequate training apart from being too occupied by administrative roles and hence forgetting supervisory activities. The study established that teachers in secondary schools perceive instructional supervision as more fault finding rather than supporting them in improving their teaching practices. The focus of school-based supervisors ought to be on assisting teachers in enhancing their teaching and learning processes to better administer instructional supervision. Instructional supervision must place more emphasis on improving than on proving.