Influence of Instructional Leadership Practices on Efficient Resource Management in Public Secondary Schools in Kigoma-Ujiji Municipality, Tanzania (Published)
This study aims to provide actionable insights that can inform educational administrators about the efficient management of resources in public secondary schools. The study employed the Resource-Based Theory put forward by Penrose and the instructional leadership theory advocated by Philip Hallinger and Murphy Joseph. The study utilized a Convergent Research Design under a Mixed Research Approach where a Simple Random Sampling Technique was used to select a sample of 58 teachers from 7 public secondary schools, and a purposive sampling technique was used to sample 4 Ward Education Officers (WEO) and School Quality Assurers (SQA) from the study area. Data were collected using questionnaires for teachers, and an interview guide was used to collect data from SQA and WEO. The study found that effective instructional leadership practices significantly contribute to efficient resource management in public secondary schools. Moreover, the study revealed that efficient resource management is a crucial determinant of student’s academic achievement since poor resource management results in poor learning outcomes and vice versa. Nevertheless, the study found limited knowledge and skills in resource management among heads of schools and teachers. The study concluded that attaining national education goals by enhancing instructional leadership that fosters efficient resource management practices is inevitable for better learning outcomes. The study recommended that educational administrators conduct regular professional development programs for teachers on resource mobilization, allocation, maintenance and management.
Keywords: Instructional Leadership, Resource management and Kigoma-Ujiji Municipality
Exploring Administrators’ Use of Instructional Advisory Approaches in Enhancing Implementation of Structured Play Activities in Tanzanian Government Pre-primary Schools in Longido and Monduli Districts (Published)
This study examines the extent to which school administrators use instructional supervisory approaches in enhancing implementation of structured play activities in government pre-primary schools in Longido and Monduli Districts, in Arusha Region in Tanzania. The study was guided by Clinical Supervision Model developed by Goldhammar (1969,1993). Convergent research design was used because it allowed the researcher to collect quantitative and qualitative data so as to understand the problem in detail and triangulate the collected information. The sample consisted of 268 participants who were obtained through stratified, purposive and simple random sampling techniques. Data were collected through questionnaires, interviews, document analysis, and lesson observation. These tools were validated using triangulation and experts in the fields of research, administration and early childhood education. Reliability was ensured using. Cronbach alpha and triangulation techniques. Quantitative data were analyzed descriptively while qualitative data were analyzed using thematic analysis. The findings indicate the school administrators’ supervisory role on the implementation of structured play activities in pre-primary classes to be very low. Findings also show that school administrators used several approaches in supervising teaching and learning in pre-primary classes. These includes checking pre-primary teachers’ schemes of work and lesson plans, classroom observation, monitoring of pre-primary pupils’ progress and checking pre-primary pupils’ works. However, the approaches were moderately used by the school administrators. Structured play activities were also sparingly used. The study recommends that school administrators have to use instructional supervisory approaches to enhance application of the implementation of structured play activities in teaching and learning.
Keywords: Instructional Leadership, instructional supervisor approaches, school administrators, structured play activities.