School Leadership Support for English Language Teaching in Tanzanian Primary Schools: Instructional and Professional Dimensions

Stephen Syepwa Mwashihava

doi:10.61227/4k0p1e55

Authors

Stephen Syepwa Mwashihava Curriculum Developer, Department of Secondary Education, Tanzania Institute of Education (TIE)

DOI:

https://doi.org/10.61227/4k0p1e55

Keywords:

Leadership, instructional support, professional support, English, teaching, Tanzania

Abstract

English language teaching in Tanzanian primary schools occupies a strategic position because English is both a school subject and a gateway to later participation in secondary and higher education. Therefore, the quality of English language teaching in primary schools influences learners’ transition, confidence, and academic achievement. This study investigated instructional and professional support that school leaders and School Quality Assurance Officers (SQAOs) provide to primary school English teachers for effective teaching in Tanzania. It was conducted across 16 districts in 12 regions, namely Buhigwe, Kakonko, and Kasulu DC in Kigoma; Bumbuli in Tanga; Iringa Municipal and Kilolo in Iringa; Kilwa in Lindi; Meru in Arusha; Misenyi in Kagera; Mlele and Mpimbwe in Katavi; Mpwapwa in Dodoma; Nkasi in Rukwa; Singida Municipal in Singida; Songea DC in Ruvuma; and Tarime TC in Mara. It employed a mixed-methods design, combining questionnaire data from 94 heads of school, academic teachers, and SQAOs with interview data from 18 English teachers, collected between 1 May and 15 June 2026. Respondents were selected through purposive and simple random sampling procedures, and data were collected using structured questionnaires and an interview guide. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed thematically. Findings indicate support through school-based professional development through MEWAKA; peer learning and coaching were evident but uneven, with low teacher attendance and irregular facilitation in some schools. Classroom observation, feedback, and guidance on schemes of work and 5Es lesson planning were inconsistent. The study recommends sustained leadership and teacher training, as well as stronger quality-assurance feedback.

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