Instructional Leadership Practices and Students’ Academic Performance in Morogoro Municipality, Tanzania

Abstract

The purpose of this study was to examine instructional leadership practices of heads of schools which enhance students’ academic performance. This study used a case study research design whereby a sample size of 90 respondents that include 80 ordinary teachers, 7 heads of schools, 1 WEO, 1 MSEO, and 1 SQAO from zone office were selected. Data were collected through questionnaires, interviews and documentary reviews. Quantitative data was analyzed by using SPSS version 25 to establish frequencies and percentages then presented by frequency tables. The qualitative data were analyzed thematically to add explanatory information to the quantitative findings. Findings of the study revealed that majority of heads of schools often develop school goals which promote high standards and expectations for all students, provide data on school progress to school community, plan and budget teaching and learning resources basing on school priority and students’ needs, set meetings for staffs’ discussions on their professional learning and practices. The study recommended that, heads of schools as instructional leaders should effectively and collaboratively define and communicate school goals, monitoring teaching and learning process, ensure adequate teaching and learning resources along with promoting teachers professional growth in order to enhance academic performance of their students.