Authors : Omary Ibrahim; Dr. Emmanuel J. Kileo; Dr. Lidya J. Mushi

Volume/Issue : Volume 11 - 2026, Issue 10 - October

Google Scholar : https://tinyurl.com/5dedkyta

DOI : https://doi.org/10.38124/ijisrt/26Oct078

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : The study examined the extent to which heads of schools’ instructional supervision enhances collaborative learning among students in public secondary schools in Arusha District Council, Tanzania. The study involved 11 public secondary schools and 525 participants, comprising 11 Heads of Schools, 152 teachers, and 362 students. Instructional Leadership Theory guided the study. The study employed a convergent design under a mixed-methods research. Quantitative data were collected using teachers’ and students’ questionnaires, while qualitative data were collected through an interview guide administered to Heads of Schools. The validity of the data collection instruments was established through review by three experts in Educational Planning and Administration from Mwenge Catholic University (MWECAU). A pilot study was conducted in one public secondary school that was not included in the actual study.

Keywords : Collaborative Learning, Instructional Leadership, Supervision, and Teacher Support.

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