Are school leaders in Tanzania effective in fostering instructional change? Unveiling this black box from the feedback perspective

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dc.contributor.authorMakwinya, Noel Mark
dc.date.accessioned2022-04-19T07:59:43Z
dc.date.available2022-04-19T07:59:43Z
dc.date.issued2022
dc.descriptionJournal articleen_US
dc.description.abstractFeedback is among the most powerful influences on learning a new skill. Surprisingly, very little attention has been given to studying this issue in relation to interactions between school leaders and frontline teachers particularly during the adoption of educational changes. This qualitative study provides findings on feedback provided to teachers by school leaders in relation to the adoption of a new Tanzanian curriculum. The data were collected from teachers and leaders in three schools using document reviews and individual interviews, and were processed through thematic analysis. Findings revealed various technical issues with regard to feedback method, timing, and quality. Factors that influenced these and their likely influences on the professional growth of the teachers are discussed within the context of reviewed literature. Recommendations for policy and practice are provided.en_US
dc.identifier.issn2736-5522
dc.identifier.urihttps://www.suaire.sua.ac.tz/handle/123456789/4024
dc.language.isoenen_US
dc.publisherEuropean open science publishingen_US
dc.subjectCurriculumen_US
dc.subjectFeedbacken_US
dc.subjectInstructional Leadershipen_US
dc.subjectTanzaniaen_US
dc.titleAre school leaders in Tanzania effective in fostering instructional change? Unveiling this black box from the feedback perspectiveen_US
dc.typeArticleen_US
dc.urlhttps://doi.org/10.24018/ejsocial.2022.2.2.211en_US

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