Zamzam Ibrahim Nyandara

This study assessed the extent of instructional supervision practices among head teachers in public primary schools in Kibondo District, Tanzania. The study was guided by the positivist research paradigm and employed a mixed-methods approach using a convergent parallel research design. A total of 294 participants were involved in the study, comprising 12 head teachers, 272 primary school teachers, 9 Ward Education Officers (WEOs), and 1 District Education Officer (DEO). Head teachers, WEOs, and the DEO were selected using purposive sampling, while primary school teachers were selected through simple random sampling. Quantitative data were collected using structured questionnaires administered to teachers, while qualitative data were obtained through interviews with head teachers, WEOs, and the DEO. Documentary review was also used to examine supervision schedules, classroom-observation records, lesson-plan monitoring records, and teachers’ feedback records. Quantitative data were analysed using the Statistical Package for the Social Sciences (SPSS) through descriptive statistics, particularly means and standard deviations, while qualitative data were analysed thematically. The findings revealed that instructional supervision practices were generally implemented at low to moderate levels. Maintaining written supervision records received the highest rating (M = 2.80, SD = 1.40), followed by organising school-based professional development (M = 2.65, SD = 1.40) and encouraging peer observation and mentoring (M = 2.61, SD = 1.44). In contrast, classroom-focused activities recorded relatively lower ratings, including reviewing teachers’ schemes of work (M = 2.26, SD = 1.51), classroom observation (M = 2.27, SD = 1.48), checking lesson plans (M = 2.29, SD = 1.47), and monitoring continuous assessment practices (M = 2.29, SD = 1.53). Qualitative and documentary evidence indicated that competing administrative responsibilities, staffing constraints, and other school-level demands constrained the consistent implementation of classroom-focused supervision. The study concludes that instructional supervision was implemented unevenly, with relatively greater emphasis on administrative documentation and professional development activities than on direct classroom-focused supervision. The study recommends strengthening head teachers’ instructional leadership competencies, reducing competing administrative workloads, addressing staffing constraints, and establishing systematic mechanisms for regular classroom observation, constructive feedback, professional development, and follow-up of instructional practices.