Ward Education Coordinators’ Supervisory Skills And Their Effectiveness In Supervising Secondary Schools Management: A Case Of Rombo District

ABSTRACT

Since the Government of Tanzania has decided to empower Ward Education Coordinators to supervise secondary schools, this study sought to assess the skills of WECs in relation to effectiveness in supervising secondary schools, problems facing WECs in supervising secondary schools, and the strategies to address those problems. This study employed descriptive research design and used mixed research approach. Descriptive statistics and inferential statistics were used to analyze data collected through questionnaires, and thematic analysis was made for the data collected through interviews and documentary review. The study revealed that among the assessed supervisory skills, namely technical, human relation, conceptual and diagnostic, the P values obtained were below the alpha value of .05. So, it is argued that there is association between the four supervisory skills and effectiveness in supervision. Alongside, the study established that WECs are facing problems as they perform their duties. These include absence of comprehensive training, negative attitude of HoSs, inadequate and appropriate offices, problem in scope of administrative issues, transport problem, unscheduled activities and political influences. As a result, work related strategies have to be adopted to tackle the problems facing WECs in supervising secondary schools. Among of the suggested solutions include clear process of recruiting WECs, capacity building among WECs and adequate allocation of fund to WECs. Based on the findings, the researcher recommends that the Government should recruit WECs with full skills and experience in supervising both secondary and primary schools. Furthermore, WECs should be supported by education stakeholders with necessary equipment and materials that will reduce supervisory problems.