Extent of the Heads of Schools’ Supervision in Improving Collaborative Learning Among Students in Public Secondary Schools in Arusha District Council, Tanzania

Abstract

The study examined the extent to which heads of schools’ instructional supervision enhances collaborative learning among students in public secondary schools in Arusha District Council, Tanzania. The study involved 11 public secondary schools and 525 participants, comprising 11 Heads of Schools, 152 teachers, and 362 students. Instructional Leadership Theory guided the study. The study employed a convergent design under a mixed-methods research. Quantitative data were collected using teachers’ and students’ questionnaires, while qualitative data were collected through an interview guide administered to Heads of Schools. The validity of the data collection instruments was established through review by three experts in Educational Planning and Administration from Mwenge Catholic University (MWECAU). A pilot study was conducted in one public secondary school that was not included in the actual study.