Instructional Supervision Practices in Tanzanian Public Pre-primary Classes: Head Teachers and Pre-primary Teachers’ Perspectives

Abstract

The study aimed to find out teachers’ perspectives about school-based
instructional supervision practices for improving teaching skills among
pre-primary teachers. Qualitative approach was used with a case study
design. Data were obtained from sixteen participants using interview and
documentary review. Thematic data analysis process was used. The study
unveiled that head teachers’ instructional supervision practices were not
effectively done. Head teachers were lacking appropriate supervision
skills for pre-primary classes. Conversely, pre-primary teachers wanted
supervisors to conduct pre and post instructional supervision discussion.
Besides, there were no formal arrangements for teachers to learn new
teaching strategies. The study suggests that instructional supervision
process should be in a collaborative way on a regular basis. This could be
achieved through mentoring, coaching, teaming, clinical supervision and
professional growth plans. It is recommended that head teachers should
be trained regularly for effective supervision of pre-primary curriculum.
Keywords: collaborative practices, instructional supervision, preprimary
education, teaching skills