Assessment Of The Effect Of The Head Teachers‟ Instructional Supervision Roles On Pupils‟ Academic Performance In Primary Schools In Ifakara Town Council

ABSTRACT

The main focus of this study was to assess the effect of the head teachers‟ instructional supervision roles on pupils‟ academic performance in primary schools in Ifakara Town Council in Kilombero District, Tanzania. The objectives of the study were to determine the head teachers‟ instructional supervision practices in enhancing pupils‟ academic performance in primary schools, to assess the head teachers‟ workload on instructional supervision in enhancing pupils‟ academic performance in primary schools and to examine the head teachers experience on instructional supervision in enhancing pupils academic performance in primary schools. The study employed mixed approaches using cross-sectional survey and phenomenological study designs. The methods for data collection were questionnaires, interviews, and documentary review. Random and purposive sampling procedures were used to obtain data from 154 respondents including standard VII pupils, teachers, parents, District School Quality Assurer, and Town Education Officer. The study found that, head teachers were performing instructional supervision practices. It was found that head teachers were encountered with workload in primary schools. Also the study found that, experienced head teachers had knowledge in assessing teachers working documents. The spearman correlation results found that, the head teachers instructional practices, head teachers workloads and head teachers experience had no significant relationship with the pupils‟ academic performance in PSLE. However, the study revealed that classroom teacher‟s interaction and teachers‟ in-service training increase pupils‟ academic performance in PSLE. The study concludes that, head teachers‟ instructional supervision practices, workloads, and experiences seem not to influence pupils‟ academic performance in PSLE. The study ends by recommending that teachers should be sensitized through seminars on teaching and learning process. Further, the ministry responsible for education should ensure that newly appointed head teachers are given school management training upon their appointment