School Heads’ Commitments in Practicing Six Characteristics of Clinical Supervision in Tanzania: Views of Male and Female Teachers

Year 2024, Volume: 6 Issue: 1, 1 - 15, 28.01.2024

Linus Chaula

https://doi.org/10.55236/tuara.1184224

Abstract

This study examined teachers’ perceptions on school heads’ practices of six characteristics of clinical supervision in public secondary schools in Tanzania. The study employed quantitative and multiple case research design. Simple random sampling was used to select 54 male teachers and 40 female teachers who filled in the close ended questionnaire. The SPSS version 25 aided the analysis through crosstabs analysis. Teachers’ perceptions were yielded from six characteristics of clinical supervision. Teachers’ perceptions on school heads’ respect of teachers as professionals indicated that male teachers had 94.4% positive views while female teachers had 92.5% positive views. With respect to professional mutual relationship, male teachers had 90.8% positive views while female had 90.0% positive views. Regarding professional mentorship, male teachers had 81.5% positive views while female teachers had 75.5% positive views. Moreover, regarding school heads’ practices of professional dialogues, male teachers had 77.8% positive views while females had 85.0% positive views. Furthermore, school heads’ practices of collegians supervision, male had 77.8% positive views while females had 85% positive views. Concerning teachers’ perceptions on an ongoing teaching and learning supervision, male teachers had 85.1% positive views while female teachers had 85% positive views. The study concluded that professional respects, mutual relationships and an on-going teaching and learning supervision were equally practiced by school heads to both male and female teachers. This is contrary to aspects like professional dialogues, mentorships and collegians, whereas male teachers and female teachers had different perceptions.

Keywords

Characteristics of clinical supervision, Clinical supervision practices, Female teachers, Male teachers, School heads

Project Number

No, is a Ph.D research study

School Heads’ Commitments in Practicing Six Characteristics of Clinical Supervision in Tanzania: Views of Male and Female Teachers

Abstract

This study aimed at examining teachers’ perceptions on school heads’ practices of six characteristics of clinical supervision through interviewing 28 and surveying 94 secondary school teachers in public secondary schools in Tanzania. In this mixed concurrent and cross-sectional case study design, school heads respecting teachers as professionals was a first dominant practice in clinical supervision and academic mentorships was a last dominant practice. Despite of dominance, school heads’ commitments in practicing six characteristics of clinical supervision was positively perceived by male and female teachers and no statistically significant difference (p<0.05) was observed among them. Due to school heads’ commitments in undertaking six characteristics of clinical supervision, teachers’ sense of teaching professional competence grew sufficiently. The study found a positive correlation and statistical significance (p<0.01) between school heads’ commitments in practicing six characteristics of clinical supervision and teachers’ sense of teaching professional competence development. The study concludes that through six characteristics of clinical supervisor, male and female teachers were equally supervised by school heads. It also concludes that six characteristics of clinical supervision are positive predictors for developing teachers’ sense of teaching professional competences.

Keywords

Characteristics of clinical supervision, clinical supervision practices, female teachers, male teachers, school heads

Supporting Institution

No

Project Number

No, is a Ph.D research study

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