Abstract: This study examined the extent to which School Quality Assurance Officers’ instructional supervision contributes to the improvement of teachers’ instructional approaches in public secondary schools in Morogoro Municipality, Tanzania. The study was guided by Instructional Leadership Theory developed by Hallinger and Murphy (1985). A pragmatism philosophy and a mixed-methods approach using a convergent research design were employed. The study involved 140 teachers, 10 Heads of Schools, and 6 School Quality Assurance Officers from 10 public secondary schools. Quantitative data were collected from teachers using structured questionnaires, while qualitative data were collected from Heads of Schools through semi-structured interviews and from School Quality Assurance Officers through focus group discussions. Quantitative data were analyzed using frequencies, percentages, means, and standard deviations through SPSS Version 20, while qualitative data were analyzed thematically. The findings revealed that instructional supervision contributed to improving instructional approaches to a moderate extent with mean scores ranging from 3.47 to 3.61 across the examined dimensions. However, teacher-centered instructional approaches remained prevalent due to inadequate teacher competence, limited professional development, insufficient teaching and learning materials, large class sizes, and pressure to complete the syllabus, which constrained the consistent implementation of learner-centered approaches. The study concludes that instructional supervision has a moderate contribution to improving instructional approaches and that supervision alone is insufficient to achieve sustained transformation in classroom practices. The study recommends strengthening continuous professional development, constructive supervisory feedback, mentoring, coaching, regular follow-up supervision, and provision of adequate teaching and learning resources to support the consistent implementation of learner-centered instructional approaches.
Keywords: School Quality Assurance Officers, Instructional supervision, instructional approaches, learner-centered approaches, teacher-centered approaches.
Title: Contribution of School Quality Assurance Officers’ Instructional Supervision in Improving Instructional Approaches in Public Secondary Schools: Evidence from Morogoro Municipality, Tanzania
Author: Edward Kayombo, Onesmo Amos Damka, Annamary Peter
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
Vol. 14, Issue 4, October 2026 - December 2026
Page No: 32-41
Research Publish Journals
Website: www.researchpublish.com
Published Date: 06-October-2026
