Understanding and Improving Instructional Leadership Practices in Primary Schools in Karatu District, Arusha, Tanzania

The purpose of this study was to assess the understanding and improving instructional leadership practices in primary schools in Karatu District, Tanzania. The study was guided by three research objectives; (i) to assess the perceptions of teachers on the role of head teachers as instructional leaders, (ii) to examine the role of head teachers in improving teaching and learning in primary schools, and (iii) to determine the challenges the head teachers encounter as they practice instructional leadership in primary schools. A mixed research approach was used to accomplish the need. Questionnaires and interviews were used to collect relevant information from randomly selected stakeholders namely head teachers, teachers and the pupils from eight public primary schools and two private primary schools in Karatu District. The study found that, teachers were not able to explain the vision and mission of their schools; hence, they could not understand the roles of head teachers as instructional leaders although they were able to mention several strategies that the head teachers used to supervise teachers. The lack of understanding of the role of head teacher as instructional supervisor by the majority of the teachers created challenges in building a common and shared sense of purpose. This lack of shared sense of purpose led to other challenges including negative cooperation. The study recommends that the government should ensure that, HTs are properly trained on how to balance their roles as instructional leaders, administrators and school managers. Considering the competing roles of being a manager and an instructional leader, further studies are needed to explore how the head teachers can balance the two roles of being a manager, an administrator and or an instructional leader.

Level dc:type.qualificationlevel

masters

Grantor dc:publisher.institution

The Open University of Tanzania

Year dc:date.issued

2016

Author dc:creator

• Kaai, Papakinyi Lesayepiye

• 370 Education

Language dc:language

en