Contribution of Heads of Schools’ Classroom Visitation Practices on Teachers’ Job Performance in Public Secondary Schools in Mbogwe, Geita – Tanzania

Abstract

The instructional supervision of heads of schools links and strengthens instruction. The study aimed to assess the contribution of heads of schools' classroom visitation practices on teachers’ job performance in public secondary schools in Mbogwe district council, Geita - Tanzania The study was guided by Reflective Practice Theory established by Donald Schön (1983). The researcher employed a mixed-methods approach using a convergent parallel design. The target population of the research was 383 and a sample size of 104 participants, encompassing 92 teachers, 6 heads of schools, 4 ward educational officers, 1 district education officer, and 1 district quality assurance. The collected data was cleaned, processed, and analyzed using SPSS 24. Quantitative data was analyzed using percentages and displayed in frequency tables. Qualitative data was labelled, appropriately coded, and transcribed under specified themes. The findings of the study revealed that the head of schools regularly carried out classroom visitation and ensured teachers’ job performance. The research recommended that the Ministry of Education, along with the relevant educational agencies, should provide in-service training for heads of schools on their roles as instructional leaders to enable them to proficiently discharge their functions; arrangements of classroom visitation should depict the procedure, requirements, and objectives of the exercise; head of schools should develop and adopt sound development and motivational programs that would encourage and enhance teachers’ commitment to job performance.