PhD VIVA VOCE

Qualifications attained:

Mr. Joseph Zadock Awino obtained his Certificate in Education in 1994 at Mtwara Teachers’ College. Then, he obtained his Diploma in Education in 2000 at Mpwapwa Teachers’ College. He further obtained his Bachelor Degree (Bachelor of Arts with Education) in 2008 and Masters’ Degree (Master of Education Administration Planning and Policy Studies) in 2014 at the Open University of Tanzania. From 2015 to date, he is a PhD in Education (coursework) candidate at the University of Dar Es Salaam. Currently, he is a teacher at Mwandege Primary School in Mkuranga District Council: Coast Region in Tanzania.

ABSTRACT

The study investigated the influence of head teachers' school-based instructional supervision practices on improving teaching skills in Tanzanian public pre-primary classes. The motive for conducting this study emerged from the contention that teaching in public pre-primary classes is of poor quality. Numerous factors have been mentioned while ignoring the role of head teachers’ instructional supervision practices on improving teaching skills among pre-primary teachers. The study had four objectives (a) to identify and analyse school-based instructional supervision practices done by head teachers in public pre-primary classes (b) to analyse school-based instructional supervision model that is commonly used by head teachers in public pre-primary classes (c) to examine head teachers instructional supervision roles on improving teaching skills and knowledge in public pre-primary classes, and (d) to find out teachers’ views on school-based instructional supervision practices in public pre-primary classes. Qualitative research approach under interpretive paradigm was used to study eight public primary schools. Four primary schools were from Musoma Municipality and the remaining four were from Butiama District. The sample included sixteen participants who were purposively selected. Data were obtained through interviews, documentary reviews and observation and were subjected to Thematic Analysis.  The findings revealed that head teachers' school-based instructional supervision practices among public pre-primary teachers were not regularly and effectively done. Conversely, head teachers were found to use inspection model instead of collaborative strength-based instructional supervision models. Besides, the findings found out that the most preferred instructional supervision practices among head teachers were classroom visitation, review of teaching documents and monitoring teachers' punctuality and regularity. Hence, this study suggests that, head teachers should ensure the use of collaborative strength-based supervision practices such as mentoring, coaching, teaming, clinical supervision, discussion and professional growth plans. This is because, school-based instructional supervision processes needs a collaborative process between a head teacher and teachers. Finally, it is recommended that head teachers should be regularly trained for them to acquire apt skills not only on pre-primary education but also on instructional supervision of pre-primary classes. This would enable them give effective pedagogical support to teachers through school-based continuous professional development (SB-CPD).