Perceptions of Teachers Toward Headteacher’s Instructional Supervision on Preparation of Professional Documents in Rombo District Tanzania (Published)
This study aimed to investigate on perceptions of primary teachers toward headteacher’s instructional supervision on preparation of professional documents in public primary schools. System theory was used to guide this study. The target population of the study was one hundred and forty-two primary schools, one hundred and forty-two Headteachers, one thousand three hundred and twenty-two teachers and District Education Officer from Rombo District. in this study. This study adopted an embedded mixed methods design under mixed methods approach. Both probability and nonprobability sampling procedures were used to select sample which consisted of 130 respondents. Questionnaire and interview guide were used as data collection instruments in this study. To ensure content validity of instruments two experts from Mwenge Catholic University were consulted to review the instrument. Cronbach Alpha was used to assess stability and consistency of the Likert type items in questionnaire, the items scored a coefficient reliability of 0.87 and for qualitative data estimation of reliability was done through member checking. Quantitative data were analyzed using descriptive statistics and were presented in frequency tables, percentages and mean by the aid of SPSS version 27. The study showed that perceptions of teachers toward head teacher’s instructional supervision on preparation of professional documents to be positive. Therefore, the study concluded that majority of teachers’ perception to be positive on head teachers’ instructional supervision towards preparation of professional documents in public primary schools. The study recommended that, the government and other owners of primary schools should make sure that their teachers attend in-service training frequently so as to update their knowledge on preparation of professional documents. Learning is a continuous process teacher have to update their knowledge frequently so as to become better facilitators of pupils in their classroom.
Citation: Seraphine M; Salema V; Abdi B. (2022) Perceptions of Teachers Toward Headteacher’s Instructional Supervision on Preparation of Professional Documents in Rombo District Tanzania, British Journal of Education, Vol.10, Issue 15, 55-67
Keywords: Instructional Supervision, Professional documents, supervisor guides
Contribution of Zonal Quality Assurers’ Feedback in Improving Secondary Schools Teachers’ Preparation of Professional Documents in Rombo District (Published)
This study investigated contribution of zonal quality assurers’ feedback in improving instruction in secondary schools in Rombo District. The study was guided by four research questions. Cross sectional survey design under quantitative approach used. Stratified and simple random sampling techniques used to select the sample of this study. Questionnaires, interview schedule and document analysis schedule were used during data collection process whereby the validity of the research instruments was ensured through the use of experts of Mwenge Catholic University. The researcher gives the instruments together with the research questions to two expects at MWECAU. Reliability of the instruments was ensured by using Cronbach’s alpha. Quantitative data is presented in tables and figures. The study found out that the QASOs feedback help teachers in developing creativeness and be innovative when teaching students. The findings revealed that teachers require the technical guidance and suggestions from quality assurance that are essential for enhancing their performance since they highlighted the strengths and limitations of certain teachers. The study found out that QASOs feedback improve teacher’s preparation of professional documents since help in delivering content knowledge for determining in large measure what goes on in a class and for assessing what students do and do not learn. Based on the findings it was concluded that report and recommendations from QASOs enabling teachers in developing creativeness and be innovative when teaching students. The researcher recommended that there is a need for the government through Ministry of Education Science and Education (MOEST) to employ more QASOs based on the number of secondary schools in the country.
Citation: Maryfaustina F. Urio, Catherine Muteti, Eugene Lyamtane (2022) Contribution of Zonal Quality Assurers’ Feedback in Improving Secondary Schools Teachers’ Preparation of Professional Documents in Rombo District, British Journal of Education, Vol.10, Issue 11, pp.14-28
Keywords: Feedback, Professional documents, Quality Assurance, Teaching and Learning Process