An exploration of the role of school leadership in implementation of learner-centered pedagogy in teaching mathematics: a case of a secondary school in Tanzania.

Date of Award


Document Type


Degree Name

Master of Education (MEd)

First Supervisor/Advisor

Dr. Peter Kajoro

Second Supervisor/Advisor

Prof. Marriote Ngwaru


Institute for Educational Development, East Africa


School leadership is an entity that has potential to bring changes for the improvement of schools, as a contextual factor it can affect teachers’ practices and improve students’ performance. With the continued failure in mathematics among secondary school students, school leadership can be explored to see how can influence mathematics teachers to use learner-centered pedagogy in teaching mathematics as the new curriculum of 2005 advocate. This dissertation report is therefore about the exploration of the role of school leadership (SL) in implementation of learner-centered pedagogy (LCP) in teaching of mathematics: a case of secondary school in Tanzania. Using qualitative case study design, a study sought to answer major question: How does school leadership (SL) support the implementation of LCP in teaching of mathematics in secondary school? A sample of five (5) participants from one secondary school was chosen and the data were collected through semi-structured interviews, observations and document analysis. The data gathered were analyzed qualitatively by developing codes and themes from specific meaning patterns guided by subsidiary questions. The findings from the study suggested that various roles like inspection of teachers’ attendance in classroom and inspection of teaching and learning materials, classroom observation, financial support in the area of professional development of teachers and buying of teaching and learning materials, influential support through mentoring, peer coaching and encouragement (through verbal persuasion) are school leadership roles that can support mathematics teachers use LCP in teaching. The study is also suggestive of inadequate finances, teachers’ attitude, and high mathematics teachers’ attrition as the main challenges for implementation of LCP in teaching mathematics, while school leadership, mathematics teachers, time, ICT and good physical environment were opportunities identified. The study recommends effective professional training of mathematics teachers to equip them with necessary knowledge and skills concerning LCP in which the government and school leadership have to support the whole process. Also the study strongly recommends school-based supervision and monitoring of instruction.

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