Extent to which Collaboration Management Strategy is Employed by Heads of Public Secondary Schools Enhances Teaching and Learning of the Mathematics Subject in Iringa Region, Tanzania

Teobald Marcus Chottah, Evans Ogoti Okendo & Prisca John Rwezaula
Mwenge Catholic University
Email: teobaldchottah@yahoo.com

Abstract: This study examined the Extent to which the Collaboration Management Strategy Employed by Heads of Public Secondary Schools Enhances Teaching and Learning of Mathematics Subjects in Iringa Region, Tanzania. Guided by the System Theory by Ludwig Von Bertalanffy (1940s) and Contingency Theory by Frid Fiedler (1960s). The study adopted a convergent design using a mixed-methods approach. The target population 9,898 included QAs, DSEOs, HoSs, mathematics teachers, and Form Four students. A sample of 434 participants was selected using census and total population sampling, and data were collected through interview guides, questionnaires, and observation checklists. Instrument validity was ensured through expert review, while reliability was ensured using Cronbach’s alpha technique, which yielded a coefficient of 0.857 for mathematics teachers and 0.815 for students, as well as inter-coder agreements for qualitative tools. Quantitative data were analyzed using descriptive statistics, and qualitative data through thematic analysis. The Ethical research was considered. Findings indicated that heads of public schools ensured collaboration to a high extent through departmental meetings, inter-school mathematics clubs, mentoring programs, and parental involvement. However, time shortages, teachers, and resources hinder consistent and effective implementation. The study concludes that Heads of Schools collaborate with mathematics teachers to a high extent through departmental meetings, mathematics clubs, teachers’ mentorship, and parental involvement, which enhance teaching quality. The study recommends that the MoEST should institutionalize structured collaborative teaching under the MEWAKA, support fund, and teacher capacity building, to ensure sustainable collaboration and enhance the teaching and learning of mathematics subjects.