Extent of the Instructional Leadership Practices Provided by the Head Teacher in Improving Teaching Mathematics in Primary Schools in Wanging’ombe District, Tanzania

Abstract

This study investigated the extent to which instructional leadership practices by head teachers improve the teaching of Mathematics in primary schools in Wanging’ombe District, Tanzania. The study was guided by the Instructional Leadership Theory by Philip Hallinger and Joseph Murphy (1985) and employed a cross-sectional survey design within a quantitative research approach. The target population comprised 102 public primary schools, 912 teachers, 35092 pupils, and 102 head teachers, totalling 36208 individuals. A probability sampling method was used to select 30 schools, 30 head teachers, 210 pupils, and 90 teachers, yielding a total of 330 respondents.