Effectiveness of school-based instructional supervision material to enhance school leaders’ capacity to supervise competence-based curriculum implementation in Zanzibar, Tanzania

Abstract

This paper assesses the effectiveness of School-Based Instructional Materials (SB-ISMs) in enhancing school leaders’ capacity to supervise competence-based curriculum implementation in Zanzibar. The study employed Design-Based Research (DBR) through phenomenography and a single-group quasi-experimental design. It draws on data from 33 section leaders and 118 teachers purposively selected from 15 secondary schools. The data were generated using interviews and questionnaires. It was found that through SB-ISMs, school leaders can support their teachers in implementing CBC. Besides, the paired samples t-test performed on the mean difference of Section Leaders’ Competence Scale (SLCS) scores before and after the intervention gave 18.36, with a p-value of <0.0001. Further, the mean difference of School Teachers Competence Scale (STCS) scores before and after the intervention was 14.39, with a p-value of <0.0001. The study recommends that the Ministry of Education, Science, and Technology should disseminate a supervisory guide to all public secondary school leaders, followed by a series of workshops to facilitate its implementation.