Abstract: This study investigated the impact of teachers’ supervisory practices on students’ academic performance in public secondary schools within the Mpwapwa district, Tanzania. Guided by the Servant Leadership Theory and pragmatism research philosophy, the study employed a mixed-methods approach and a cross-sectional research design. The study involved 243 participants, 233 were teachers and 10 heads of schools who were selected using both stratified random and purposive sampling techniques. Quantitative data were collected using structured questionnaires from teachers, while qualitative data were gathered through interviews with heads of schools. Quantitative data were analyzed using descriptive statistics, and multiple regression analysis using Statistical Package for Social Sciences (SPSS version 27), while qualitative data were analyzed thematically to capture insights into instructional supervision practices and their influence on teachers’ instructional quality and students’ learning outcomes. The findings revealed that teachers’ supervisory practices were generally high, with regular classroom observations, timely feedback, performance appraisals, and moderate professional development support contributed positively to students’ academic outcomes. Regression results indicated a strong and statistically significant relationship between teachers’ supervisory practices and academic performance (R = 0.727, R² = 0.528, p < 0.001), suggesting that effective school-based instructional supervision explains over 50% of the variance in students’ learning outcomes. The study concluded that structured and consistent instructional supervisory practices play a critical role in enhancing students’ learning outcomes. Based on these findings, the study recommends that school management prioritize frequent classroom observations, timely feedback, mentorship, and capacity-building initiatives for teachers to sustain and improve students’ academic outcomes.

Aloyce Luhamya – Department of Education, Institute of Accountancy, Arusha

Email: harunaabadan@gmail.com

Abstract: This study examined the influence of democratic leadership style on students’ academic performance in public secondary schools in Tabora Municipality, Tanzania. Guided by Participative Leadership Theory and grounded in pragmatism, the study employed a mixed-methods approach, utilizing a convergent parallel research design. The study involved 218 respondents, comprising teachers, heads of schools, and students obtained using random and purposeful sampling techniques. Quantitative data were collected using structured questionnaires administered to teachers, while qualitative data were obtained through interviews with heads of schools and Focus Group Discussions (FGDs) with students. Data were analyzed using descriptive and inferential statistics, and thematic analysis for quantitative and qualitative respectively. The results indicated a strong positive relationship between democratic leadership style and students’ academic performance (r = 0.73, p < 0.05). The findings suggest that school leaders should adopt motivational and inclusive practices, maintain supportive and well-resourced environments, and engage stakeholders to optimize students’ academic performance.

Abstract: The study assessed the competence of heads of schools in leadership and vision implementation towards teachers’ effective teaching in public secondary schools in Meru district council. The study employed a mixed research approach alongside explanatory sequential design. Sample size of the study involved 130 including 120 teachers, 5 heads of schools and 5 heads of departments that were drawn from 435 targeted populations. Data collection tools were questionnaires and interviews. The data analysis methods involved descriptive statics and thematic methods of data analysis. The study found that heads of schools are competent in leadership and vision implementation to foster teachers’ effective teaching in secondary schools. Through leadership and vision implementation, heads of schools encourage teachers to engage more fully in teaching practices, help teachers to understand learning opportunities, invest in continuous learning opportunities, encourage teachers to share best practices, resources and strategies to improve instructional methods. These strengthen teachers’ knowledge and skills towards effective teaching in secondary schools. The study concluded that heads of schools’ competence is very crucial in enhancing effective leadership and vision implementation towards effective teaching in public secondary schools. The study recommended that there should be professional development opportunities for heads of schools that will them to get new leadership knowledge and skills and enhancing effective supervision of teaching activities in public secondary schools.

Abstract: This study assessed the aptitude of heads of schools in fostering professional development opportunities and support towards teachers’ effective teaching in public secondary schools. The study employed a mixed research approach with explanatory sequential design. Sample size of the study involved 130 including 120 teachers, 5 heads of schools and 5 heads of departments that were drawn from 435 targeted populations. Data collection tools were questionnaires and interviews. The data analysis methods involved descriptive statistics and thematic methods of data analysis. The study found that, the aptitude of heads of schools in promoting teachers’ professional development in enhancing effective teaching activities is comprehensive and critical. By strategically implementing indoor training, securing financial support, fostering reflective practice, organizing seminars and workshops, facilitating collaborative learning, and providing frequent, constructive evaluations and instructional supervision, school leaders significantly enhance teachers’ skills and knowledge. The study recommended that the government, community members, parents and teachers should provide mutual support e.g. financial to heads of schools to foster teachers’ professional development and overall quality of education.

Abstract: This study examined the social determinants influencing job satisfaction among public secondary school teachers in Chesumei Sub-County, Kenya. Despite policy reforms and efforts to improve teacher welfare, many educators continue to experience dissatisfaction, affecting retention and performance. Guided by Maslow’s Hierarchy of Needs and Herzberg’s Two-Factor Theory, the research focused on five key social factors: family, interpersonal relationships, accommodation, work environment, and nativity. A mixed-methods design was employed, involving 158 teachers and 14 principals selected through stratified and purposive sampling. Data were collected using questionnaires and interview schedules, and analyzed through descriptive statistics, Mann-Whitney U, Kruskal-Wallis H, and Pearson correlation tests. Findings revealed moderate overall job satisfaction, with teachers expressing greater satisfaction with workload and schedule flexibility, but dissatisfaction with remuneration, communication, housing, and cultural integration. Only accommodation and nativity had a statistically significant negative correlation with job satisfaction. Differences in satisfaction were observed across school categories and teacher demographics, with non-native teachers and those in poorly resourced schools reporting lower satisfaction. Interpersonal relationships and work environment, though negatively perceived, showed no significant correlation. The study concludes that improving housing conditions and addressing challenges faced by non-native teachers are critical to enhancing satisfaction. Recommendations include provision of adequate teacher housing, inclusive school policies, flexible work structures, and targeted support for non-local teachers. These findings underscore the importance of socially responsive administrative strategies in promoting teacher well-being, retention, and educational quality in Kenyan public schools.

Abstract: This study was set to ascertain the influence of monitoring of curriculum implementation on the delivery of teaching services in public secondary schools in Jinja City, Busoga subregion, Eastern Uganda. The researcher applied a cross-sectional research design with a blended approach of quantitative and qualitative data collection, analysis, and interpretation. The total target population was 589, comprising 579 teachers, and out of these, there were 391 males, 188 females, and 10 heads of schools. The sample size was 205 teachers and 5 headteachers determined using stratified and purposive sampling respectively. Data was collected using a questionnaire and interview guide. Data was presented in summary tables and analyzed using the Statistical Package for the Social Sciences (SPSS) package, version 22. Regression analysis was used to establish the influence among variables at a 95% confidence level. The coefficients of determination indicate that monitoring of curriculum implementation has a positive significant influence on the delivery of teaching services in public secondary schools in Jinja city (B = 0.449; p = .000). Conclusively, monitoring of curriculum implementation influences the delivery of teaching services in Jinja City. It is thus recommended that educational policymakers and school administrators prioritize monitoring curriculum implementation as a key strategy for improving teaching quality in public secondary schools.

Abstract: This study investigated the targets of school administrators in school self-evaluation of teaching and learning activities in public secondary schools. The study was guided by Transformational Leadership and organizational learning theories. A qualitative research approach with a case study research design was used. The sample size of the study was a total of 45 participants including 30 teachers, 3 heads of school, 3 academic teachers and 9 heads of departments, who were selected through purposive and simple random sampling techniques. Interview and questionnaire methods were used to collect data from teachers, heads of school, heads of departments (HoD) and academic teachers. Data collected were analyzed through frequency distribution, percentages and thematic analysis. The study revealed that school administrators implement school self-evaluation with targets of promoting effective teaching and learning process and resources management. The study concluded that school self-evaluation is implemented in public secondary schools to foster teaching activities, and overall school educational goals. The study recommended that school self-evaluation should be implemented regularly to foster effective teaching and learning activities in public secondary schools.

Abstract: Use of artificial intelligence (AI) tools are important in improving curriculum and instruction in schools. Despite this assertion, status of curriculum and instruction in public secondary schools in Kiambu County is still low with many students registering low grades in KCSE, infrequent professional development of teachers and slow integration of technology in instruction. Thus, this study sought to examine the effectiveness of artificial intelligence on management of curriculum and instruction in public secondary schools. The study was anchored on artificial intelligence theory. The study adopted a desktop research method, where both qualitative and quantitative approaches were employed. The researcher did a systematic analysis of secondary data obtained from various sources that comprised study papers, articles, books and government reports. Qualitative data were analyzed thematically and presented in narrative form. Quantitative data, however, were descriptively analyzed using frequencies and percentages and presented using tables. The study found that management of curriculum and instruction in public secondary schools face challenges with many students registering low grades in KCSE, irregular re-training of teachers and slow integration of technology in teaching. Use of AI tools has occasioned some improvement in curriculum and instructional management. Hence, the study recommends that principals should prioritize professional development for teachers in using AI-driven tools such as AI-driven Learning Management Systems, personalized learning platforms and AI-powered assessments. They should foster a collaborative environment where teachers share best practices gained from AI tools, ensuring that the integration of technology enhances the learning experience for students and supports curriculum management.

Abstract: Mentorship and coaching programmes organized by principals play a key role in teacher performance. However, in Kiambu County, teacher performance in public secondary schools is low since many teachers do not complete syllabus in time which has occasioned low performance among students. Thus, the purpose of this study was to assess the influence of principals’ management of mentorship and coaching programmes on teacher performance in public secondary schools in Kiambu County, Kenya. The study applied a mixed-methodology and adopted a concurrent triangulation design. Target population comprised 227 principals, 3479 teachers and 24 Sub-County Directors of Education summing up to 3730 respondents from which a sample size of 348 respondents was determined using Yamane’s Formula. This consisted of 36 principals, 288 teachers and 24 Sub-County Directors of Education. Quantitative data were analyzed using descriptive statistics such as frequencies and percentages and inferentially using Pearson’s Product Moment Correlation Analysis with the help of Statistical Package for Social Sciences SPSS Version 25 and presented in tables. Qualitative data were analysed thematically and presented in narration. The study revealed that teacher performance has been low with many of them unable to cover syllabus in time which has translated to low academic performance in KCSE among their students. The Teacher Service Commission has introduced mentorship and coaching programmes for teachers. However, principals rarely set clear objectives to be achieved during mentorship nor do they frequently monitor the progress of mentorship programmes. Hence, principals should foster best practices when organizing mentorship and coaching programmes for teachers.

Abstract: Mentorship and coaching programmes organized by principals play a key role in teacher performance. However, in Kiambu County, teacher performance in public secondary schools is low since many teachers do not complete syllabus in time which has occasioned low performance among students. Thus, the purpose of this study was to assess the influence of principals’ management of mentorship and coaching programmes on teacher performance in public secondary schools in Kiambu County, Kenya. The study applied a mixed-methodology and adopted a concurrent triangulation design. Target population comprised 227 principals, 3479 teachers and 24 Sub-County Directors of Education summing up to 3730 respondents from which a sample size of 348 respondents was determined using Yamane’s Formula. This consisted of 36 principals, 288 teachers and 24 Sub-County Directors of Education. Quantitative data were analyzed using descriptive statistics such as frequencies and percentages and inferentially using Pearson’s Product Moment Correlation Analysis with the help of Statistical Package for Social Sciences SPSS Version 25 and presented in tables. Qualitative data were analysed thematically and presented in narration. The study revealed that teacher performance has been low with many of them unable to cover syllabus in time which has translated to low academic performance in KCSE among their students. The Teacher Service Commission has introduced mentorship and coaching programmes for teachers. However, principals rarely set clear objectives to be achieved during mentorship nor do they frequently monitor the progress of mentorship programmes. Hence, principals should foster best practices when organizing mentorship and coaching programmes for teachers.