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-basedinstructional supervision practices for improving teaching skills amongpre-primary teachers. Qualitative approach was used with a case studydesign. Data were obtained from sixteen participants using interview anddocumentary review. Thematic data analysis process was used. The studyunveiled that head teachers ' instructional supervision practices were noteffectively done. Head teachers were lacking appropriate supervisionskills for pre-primary classes. Conversely, pre-primary teachers wantedsupervisors to conduct pre and post instructional supervision discussion.Besides, there were no formal arrangements for teachers to learn newteaching strategies. The study suggests that instructional supervisionprocess should be in a collaborative way on a regular basis. This could beachieved through mentoring, coaching, teaming, clinical supervision andprofessional growth plans. It is recommended that head teachers shouldbe trained regularly for effective supervision of pre-primary curriculum.Keywords: collaborative practices, instructional supervision, preprimaryeducation, teaching skills