Head teachers’ instructional leadership practices in Tanzanian public primary schools: Evidence from Mwanza region

The study assessed the head teacher’s instructional leadership practices in public primary schools in Tanzania. Specifically, it examined the headteacher’s effectiveness in defining school mission-focused practices, managing instructional-focused practices, and promoting positive school climate. The study employed a convergent mixed design within the framework of a mixed-methods approach in the Ilemela and Misungwi district councils in the Mwanza region, Tanzania. The study was grounded in instructional leadership theory, which guided it. From a population of 2,994 teachers in 218 public primary schools, Yamane’s formula yielded a sample size of 352, including ordinary, academic, and head teachers, plus key informants. Respondents were chosen from 44 schools in two districts to ensure that the study's sample was both proportional and representative. Questionnaire, interview, and documentary review were employed in data collection. The study found that the perception of head teachers' adoption of instructional leadership practices was high. However, the qualitative data indicated the moderate adoption of instructional leadership practices due to heavy administrative responsibilities such as ad hoc meetings, supervising constructional projects, and financial management roles, which minimize head teachers’ time and attention to fully focus on the instructional practices. Therefore, the study recommends that the government assign school construction projects to qualified engineers and employ school accounts personnel to reduce administrative duties.