RUAHA CATHOLIC UNIVERSITY

This research examined the supervisory practices used by heads of schools to maintain a favorable teacher working environment in public secondary schools in Iringa Municipality, Tanzania. The research was informed by the fact that supervision is a crucial factor in improving teacher motivation, job satisfaction, and instructional performance, but supervisory practices in most schools are inconsistent and mainly administrative. A qualitative research approach was used, wherein a case study design was utilized to gain detailed insight into the phenomenon. Data were gathered through focus group discussions with teachers and a review of documents in the selected public secondary schools. The data were analyzed using thematic analysis. The results showed that supervisory practices varied across schools and encompassed checking teaching and learning materials, classroom visits, communication with staff, and the provision of feedback and guidance. Even though heads of schools were supportive and developmental with regard to supervision, some practiced irregular and inspection-oriented supervision that undermined teachers’ morale. Effective supervision was also limited due to limited communication, poor feedback, heavy administrative workloads, and inadequate resources. The research concludes that regular, involved, and mentorship-based supervision improves teacher motivation, cooperation, and development. It suggests enhancing supervisory training among heads of schools, advancing routine developmental supervision, improving communication and feedback systems, delegating administrative responsibilities, and providing adequate resources. These measures would make the supervision process more supportive, increase teachers’ satisfaction, and enhance the overall quality of education in Tanzanian public secondary schools.

supervisory practices, heads of schools, supportive teacher working environment