The Influence of School Heads’ Monitoring Practices on the Implementation of Competence-Based Curriculum in Public Secondary Schools in Nyamagana District, Mwanza-Tanzania

Abstract

This study assesses the influence of school heads’ monitoring practices on the implementation of Competence-Based Curriculum in public secondary schools in Nyamagana district, Mwanza-Tanzania. The study employed a mixed research approach with an explanatory sequential design. The study employed the sample size of 93 teachers, 7 school heads, 5 QAOs, 4 WEOs, and 1 DSEO. Moreover, the study collected data through questionnaires and semi-structured interviews. Quantitative data was analysed using SPSS version 26, employing descriptive statistics like frequencies and percentages, while qualitative data was thematically analysed to identify recurring patterns. The study found that school heads’ monitoring practices such as classroom visits, lesson plan reviews and follow-ups positively influence CBC implementation, but these practices are applied inconsistently across schools in Nyamagana district. Teachers prefer structured monitoring methods like inspection and coercive oversight, though some also value supportive and participatory leadership approaches. The study concludes that effective CBC implementation in Nyamagana public secondary schools depends on strengthening and balancing school heads’ monitoring practices. Therefore, school heads should adopt consistent, supportive and systematic monitoring strategies, including regular classroom visits, actionable feedback and delegated responsibilities to senior staff. Education authorities should enhance leadership training and provide adequate resources to support effective curriculum monitoring and delivery.