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Browsing Education by Subject "Academic improvement"
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Item Assessment of the effect of the head teacher’s instructional supervision roles on pupil’s academic performance in primary schools in Ifakara town council(The University of Dodoma, 2018) Kuiga, Jonas J.The main focus of this study was to assess the effect of the head teacher’s instructional supervision roles on pupils‟ academic performance in primary schools in Ifakara Town Council in Kilombero District, Tanzania. The objectives of the study were to determine the head teachers‟ instructional supervision practices in enhancing pupils‟ academic performance in primary schools, to assess the head teachers‟ workload on instructional supervision in enhancing pupils‟ academic performance in primary schools and to examine the head teachers experience on instructional supervision in enhancing pupils academic performance in primary schools. The study employed mixed approaches using cross-sectional survey and phenomenological study designs. The methods for data collection were questionnaires, interviews, and documentary review. Random and purposive sampling procedures were used to obtain data from 154 respondents including standard VII pupils, teachers, parents, District School Quality Assurer, and Town Education Officer. The study found that, head teachers were performing instructional supervision practices. It was found that head teachers were encountered with workload in primary schools. Also the study found that, experienced head teachers had knowledge in assessing teachers working documents. The spear man correlation results found that, the head teachers instructional practices, head teachers workloads and head teachers experience had no significant relationship with the pupils‟ academic performance in PSLE. However, the study revealed that classroom teacher’s interaction and teachers‟ in-service training increase pupils‟ academic performance in PSLE. The study concludes that, head teachers‟ instructional supervision practices, workloads, and experiences seem not to influence pupils‟ academic performance in PSLE. The study ends by recommending that teachers should be sensitized through seminars on teaching and learning process. Further, the ministry responsible for education should ensure that newly appointed head teachers are given school management training upon their appointment.Item The influence of gender of school heads on the academic performance: a case of the best performing public secondary schools in Tanga municipality(The University of Dodoma, 2018) Zodo, Mwantum M.The study assessed the Influence of Gender of School Heads on the Academic Performance in the Beast Public Secondary Schools in Tanga Municipality. The study is predominantly qualitative with some quantitative elements in a descriptive survey design. The sample comprised 1 DEO, 5 HoS, 5 AT, 25 teachers and 35 students which made a total number of 71 respondents. Data were generated through documentary review, questionnaire, interviews, and observations. Qualitative data were analyzed through content analysis and quantitative data were analyzed through the Statistical Package for Social Sciences (SPSS) version 22. The result from the study revealed that leaders managing best secondary schools have been sensitive when dealing with student's academic matters, have been treating both teachers and students fairly, they have been delegating powers to their subordinates as well as encouraging teachers and students in the teaching and learning process. The analysis of the data led into the conclusion that both male and female heads have influence on student's academic performance. However, female heads are good in using democratic leadership style, abiding rules and regulations, making follow ups/supervising students and teachers in academic matters while male heads were good in autocratic leadership and have extra time for supervision and maintain school-community relation better than men. Other factors that influence the academic performance are the availability of physical facilities, teaching and learning materials, adequate number of qualified teachers, school location as well as good school-community relations. The study ends up with the recommendations that there should be equal consideration of men and women in school leadership position.Item Influences of parental involvement on student’s academic performance in community secondary school in Tanzania: a case of Namtumbo district(The University of Dodoma, 2018) Gama, LucasThe study focussed on the understanding of head of schools’ experiences on the influences of parental involvement on students’ academic performance in community secondary schools in Namtumbo District. The study used qualitative research approach under the phenomenology study design. Data was collected using in-depth interviews from five head of schools in five selected community secondary schools. Interviews were recorded, transcribed, verbatim and analysed systematically. Basing on the head of schools’ experiences, head of schools perceived that the major influences on the parental involvement on students’ academic performance in community secondary schools were; economic influences, cultural influences, educational influences and political influences which influenced parents to involve on students’ academic performance in community secondary schools. Additionally, the findings revealed that parents’ educational background was perceived as one of the factors for parents’ minimal participation of the education of their children. The head of schools further perceived marginal participation of parents to be simply a result of irresponsibility towards school academic activities of their children. The head of schools had a belief that parental involvement greatly influences the academic performance of students in community secondary schools. Since the parental involvement in community secondary schools is seen as pivotal organ in promoting academic performance, head of schools were in view that if parents would strongly give cooperation and effectively make follow up of their children’s’ school academic progress, the students’ academic performance in community secondary schools would have been raised significantly. Basing on findings, the study concludes by demonstrating a significant positive relationship between parents’ participation and academic performance of students in community secondary schools.