Head Teachers’ Supervisory Practices and Its Effectiveness on Teachers’ Job Performance in Public Primary Schools in Arusha District Council, Tanzania

Edner S.A Lema
Dr. Kennedy Omondi Otieno
St. Augustine University of Tanzania, Arusha
Email: ednerlema087@gmail.com

Abstract: The study investigated Head teachers’ supervisory practices and its effectiveness on teachers’ job performance in public primary schools in Arusha District Council, Tanzania. Convergent mixed methods design was employed while questionnaires and interview guide were used for data collection. The sample size of 10 Head teachers, 10 Academic teachers and 136 Teachers of public primary schools were involved in the study. The Head teachers were selected by using purposive sampling technique while for academic teachers and class teachers the researchers employed simple and stratified random sampling techniques. The university experts evaluated the instruments to determine content validity. Reliability of the questionnaires were tested through test-retest in a pilot study and the coefficient was found to correlate at Cronbach Alpha QAT, r = 0.85 and QT, at r = 0.85. Quantitative data was analyzed using descriptive statistics in the SPSS version 20 and results were presented in tables of frequencies and percentages. Qualitative data was analyzed thematically alongside the research questions and presented in narrative forms. Supervision of curriculum implementation, education policy, human, material and financial resources were found to be Head teachers’ supervisory practices. Moreover, the effectiveness of supervisory practice on teachers’ job performance is exhibited in good job performance, Proper time management, improved academic outcome of students and improved teachers’ abilities in their professional growth. Head teachers in public primary schools should carry out supervision in a friendly environment.