RUAHA CATHOLIC UNIVERSITY

Previous studies have revealed that teachers’ participation in continuous professional development (CPD) programmes depends on factors such as Heads of Schools' motivation and support for available school-based continuous professional development programmes. The current study explored the Heads of Schools' supervision strategies in order to provide evidence on the Head of School strategies that predict teachers' participation in school based CPDs activities in public secondary schools in Iringa Municipality, Tanzania. A survey design was employed to collect data from ninety-eight (98) teachers who experienced professional development support on CPD through supervision strategies from the heads of their schools. Data were collected using a structured questionnaire that were prior tested for reliability, and a Cronbach's alpha reliability coefficient of 0.9 confirmed that the instrument was reliable. The content validity was ensured through piloting and review by experts. A multiple linear regression analysis was employed to assess the extent to which heads of school supervision strategies predict teachers' participation in continuous teachers’ professional development in schools. The findings from this study revealed that regular and ongoing monitoring, immediate follow-up feedback, and personal motivation are positively correlated to teachers’ participation in CPDs. These supervision strategies are significant in predicting teachers' participation in CPD. Heads of secondary schools that capitalize on regular classroom observation and provide constructive feedback are likely to enhance teachers’ participation in school based CPDs. It is further recommended that head of school monitoring, coaching, and follow-up support to sustain teachers' participation in professional development activities.

Teachers’ Professional Development, Supervision Strategies, Heads of Schools