Head Teachers’ Instructional Leadership Practices that Enhance Students’ Academic Performance in Urban Secondary Schools in Morogoro Municipality

Abstract

The purpose of this study was to investigate head teachers instructional leadership practices employed on improving academic performance of students in Morogoro Municipality. The study used mixed research approach. The sample size of this study was 115 respondents that include 105 ordinary teachers, 7 head of schools, 1 District Education Officer and 2 Ward Education Officers. Simple random sampling techniques and purposive random sampling techniques were used in selection of ordinary teachers and head of schools, DEO, WEO respectively. Data were collected by questionnaire, interviews, observations and documentary reviews methods. Quantitative data were analysed by using descriptive statistics while qualitative data were analysed through content analysis. The study found that head teacher’s instructional supervision activities that head-teachers did perform in the schools were budget resource allocations, observing classroom teaching and assessment procedures, ensuring teachers attending classes and developing and communicating schools goals. The study recommends that, head teachers need to be encouraged by their supervisors to allocate more time for head teachers’ instructional supervision practices, head teachers need to organize in-service training or staff development programs that will help teachers to develop and acquire skills necessary to improve their teaching and learning, and different committees should be organized as to solve various challenges that schools face.