Approaches Used by Heads of Schools in the Supervision of Instructions to Improve Students’ Academic Performance in Bahi District

This study explored approaches used by the heads of schools for supervision instructions to improve students’ academic Performance in Bahi District-Dodoma, Tanzania. The study employed the qualitative approach and multiple case study design. Purposive sampling and random selection techniques were also used to obtain a sample of 60 participants. Data was collected through interviews with open-ended questions as well as focus group discussion and was then analyzed thematically. With regard to this study, interview (open ended) questions were prepared by considering the aspects like the preparation of schools’ almanac, schools’ action plans, availability of both students’ text books and reference books, attendance of teachers in classes, preparation of lesson plans and lesson notes, inspection of classroom activities and assessment. The results revealed that action plans had by 40% been effectively manifested within some schools. However, a few of the teachers were involved only as representatives during their preparation, and the majorities were required to oblige and adhere to the established plans. The other 60% did neither have school action plans nor know how to prepare them. In relation to that, the study also found out that, the heads of schools were just appointed to take the headship responsibilities without being given any leadership seminar or training. In relation to almanacs, the study found out that, school almanacs were prepared but not well followed by the teachers. Moreover, the study revealed that the heads of schools concentrated more on inspecting teaching and learning preparation documents while overlooking to inspect the teachers during classroom sessions. Therefore, the study came up with suggestions to the government, educational officers and other educational stakeholders that, the newly appointed heads of schools and those who are already holding headship roles should be given opportunities to attend leadership seminars and in-service training. The government, educational officers and other educational stakeholders should also work closely with the school heads.