Close to School Supervision in Tanzania: Collective views on Teachers’ Job Performance
DOI:
https://doi.org/10.54536/ajahs.v1i3.581Keywords:
School Supervision, Teachers’ Job PerformanceAbstract
This paper examined the effectiveness of close to school supervision in enhancing teachers’ job performance in Tanzanian public secondary schools. The study was guided by Path-Goal theory. This study adopted the qualitative approach using case study design and data were obtained from 32 informants. Semi-structured interviews and focus group discussion were the main data collection methods, and the data were thematically analysed. It was found that that the close to school education officers employed directive supervision in supervising schools. The strategy improved teachers’ work performance. It was also found that close to school supervision included supportive supervision and participative supervision strategies but had limited contribution in teachers’ work performance. It is concluded that directive supervision practices highly contributed to teachers’ job performance in secondary schools in Tanzania. It is recommended that for teachers to improve job performance, close to school supervisors should practice supportive and participative supervision strategies accordingly.
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