Instructional Supervisory Practices of Zimbabwean School Heads

Mapolisa, Tichaona; Tshabalala, Thembinkosi

doi:10.15580/gjer.2013.7.070313700

Cited by 8 publications

(20 citation statements)

References 6 publications

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“…These findings are in line with the Government of Zimbabwe ( 2001) through the Education Act that spells out the minimum qualifications for all teachers employed. The results of this study also support the views of Mapolisa and Tshabalala (2013) who indicated that the MoPSE sets, enforces, and supervises standards for private schools to ensure that education is provided in line with the public goals protecting the welfare of the citizens.…”

Section: Discussionsupporting

confidence: 78%

“…According to Sango, Chikohomero, Saruchera and Nyatanga (2017), District Schools Inspectors (DSIs) and Subject Inspectors (SIs) supervise all private schools in order to maintain quality and check if teachers comply with the educational policies. In support of this view, Boaduo (as cited in Mapolisa and Tshabalala, 2013) opines that the process of improving teacher instruction competences and the quality of instruction depends not only on teachers but also on how they are supervised. Supervision is an essential tool for maintaining quality in education, however, it is unfortunate that the instructional supervision is used as a fault-finding mechanism, which leads to teachers not receiving the necessary guidance and substantive support (Mapolisa & Tshabalala, 2013).…”

Section: Introductionmentioning

confidence: 98%

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Provision of Quality Education in Private Schools: Reflective Practices in Low-Cost Private Secondary Schools in Bulawayo Metropolitan Province, Zimbabwe

Midzi

Sibanda

Mathwasa

2021

EJSSS

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Quality in education has become a cause for concern to every stakeholder in education. The study sought to assess the provision of quality education in low-cost private secondary schools in Bulawayo Metropolitan Province. The study adopted the interpretivist paradigm in qualitative approach, using a case study design. Semi-structured interviews and document analysis were used for collecting thematically analysed data from purposively sampled four school heads and six teachers from low-cost private secondary schools. The study established that in pursuit for quality education, selected schools employed qualified teachers who engage in continuous professional development programmes to sharpen their teaching skills. The findings revealed that the schools understudy are making efforts to offer practical science and computer lessons using the limited resources to ensure the provision of quality education. It emerged that selected schools use e-learning and multimedia resources which arouse learners’ interests and increase the retention rates. It came out that the schools understudy have environmental clubs which work together with school health departments in attending to sanitary issues. Whilst selected schools practiced heterogeneous grouping, the findings revealed that learners with physical disabilities are not enrolled in those schools due to lack of appropriate physical facilities and there are no teachers with relevant expertise to teach learners with special needs. The study revealed that the Ministry of Primary and Secondary Education provided guidelines in the form of policy documents and circulars to monitor the provision of quality education in the selected schools. Despite the efforts made by low-cost secondary schools in providing quality education, the study found that high staff turnover is negatively affecting the quality of education due to lack of continuity in learning. The findings indicated that inadequate learning resources and infrastructure such as libraries, computer and science laboratories, internet services, and lack of teachers with special needs expertise adversely affected the provision of quality education. The study concludes that lack of financial resources is a hindrance in the provision of quality education in low-cost secondary schools. The study recommends that a comparative study on provision of quality education should be conducted in private trust secondary schools. Article visualizations:<img src="/-counters-/edu_01/0779/a.php" alt="Hit counter" />

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Section: Discussionsupporting

confidence: 78%

Section: Introductionmentioning

confidence: 98%

Provision of Quality Education in Private Schools: Reflective Practices in Low-Cost Private Secondary Schools in Bulawayo Metropolitan Province, Zimbabwe

Midzi

Sibanda

Mathwasa

2021

EJSSS

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“…The educational and training policy of 2014 in Tanzania points out that, the heads of schools are vested with power to supervise the quality aspects of teaching and learning in jurisdiction organizations. However, public concern, astute observations and repeated educational studies indicate that there is an ongoing decline in supervision in schools worldwide today [3,4]. This decline is associated with a lack of proper supervision in schools; and has a bearing on the education-related challenges that are making it difficult for countries to achieve their educational goals than ever before.…”

Section: Introductionmentioning

confidence: 99%

Implementing Instructional Supervisory Responsibilities in Tanzanian Public Secondary Schools: To What Extent Do Head of Schools Perform their Duty

Chiwamba,

Sumbizi

2024

AJESS

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The provision of quality education, among other things, depends on the role played by school heads in handling administrative duties such as the supervision of teachers, who are the key players in curriculum implementation. The purpose of this study was to determine the extent to which heads of schools discharge their instructional supervisory roles to enhance teachers’ performance in the daily teaching and learning processes. The study was carried out in the Lindi region, Tanzania Mainland in 2021. This study applied mixed methods where both qualitative and quantitative approaches were applied. The study sample comprised of teachers (N=103), heads of schools (N=57) and class masters (N=11) from 57 randomly selected public secondary schools. Data was collected through questionnaires, focus group discussions and interviews. Data were analysed using both quantitative and qualitative approaches where quantitatively researcher employed descriptive and inferential statistics and presented results with frequencies and percentages. Qualitatively a researcher employed a thematic analysis method for identifying and reporting patterns/themes in the data. The study findings revealed that heads of schools failed to discharge their instructional supervisory responsibilities, as teachers were not punctual in attending to schools. There was no regular checking of teachers’ professional records except once in the year or by school inspectors. Heads of schools did not supervise teachers on how effectively they could handle students’ assessments. Noted was also a lack of instructional resources in schools. For improvement of the provision of quality education it is recommended that heads of schools effectively discharge their duties and where their setbacks, like lack of accommodation around the school, few teachers and lack of instructional resources, they should contact relevant bodies from both government and non-government sectors work together in making friendly teaching environment. Moreover, heads of schools encourage teachers’ creativity in using improvised local resources whenever and wherever possible.

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“…Global educational policies and programs alike have brought forth significant challenges to many education systems worldwide though educational policy in the twenty-first century is the key to global security, sustainability and survival (Musungu & Nasongo, 2008;Mapolisa & Sabalala, 2013;Ndebele, 2013). As a response, Ngussa (2014) denotes that this survival is guaranteed through adequate work, supervision as one of strategic survival approaches.…”

Section: Introductionmentioning

confidence: 99%

nfluence of Heads of School Instructional Supervision Practices on Teachers Work Performance in Public Secondary Schools in Lindi Region-Tanzania

2022

JEP

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The effectiveness of instructional supervision of heads of school to improve the teaching and learning performance has been questioned by various studies. This study investigated the instructional supervision role of heads of school and its influence on teachers' work performance in public secondary schools in Lindi region, Tanzania. The study examined the extent to which heads of school discharged their instructional supervisory responsibilities and assessed the extent to which heads of school instructional supervisory activities influenced teachers work performance. The study was informed by mixed methods approach with a sample of 57 public secondary schools out of 124 public secondary schools found in the region. 171 respondents were included in the study including 103 teachers, 57 head masters and 11 class masters. The study used questionnaires; interviews and documents review as tools for data collection. Thematic analysis was used for the qualitative data, while for quantitative data, descriptive and inferential statistics were employed. The study revealed that despite the challenges that heads of school demonstrated a significant understanding of their supervisory instructional duties, but did not effectively engage teachers in improving professional skills. The analysis showed that teachers seemed to avoid conflicts with head teachers and hence limited mechanisms to improve performances.

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Instructional Supervisory Practices of Zimbabwean School Heads

Cited by 8 publications

References 6 publications

Provision of Quality Education in Private Schools: Reflective Practices in Low-Cost Private Secondary Schools in Bulawayo Metropolitan Province, Zimbabwe

Provision of Quality Education in Private Schools: Reflective Practices in Low-Cost Private Secondary Schools in Bulawayo Metropolitan Province, Zimbabwe

Implementing Instructional Supervisory Responsibilities in Tanzanian Public Secondary Schools: To What Extent Do Head of Schools Perform their Duty

nfluence of Heads of School Instructional Supervision Practices on Teachers Work Performance in Public Secondary Schools in Lindi Region-Tanzania

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