Authors : Teobald M Chottah; Peter Siamoo; Bahiya Abdi; Evans Ogoti Okendo

Volume/Issue : Volume 11 - 2026, Issue 7 - July

Google Scholar : https://tinyurl.com/s74h3zhf

Scribd : https://tinyurl.com/4tnk2x6b

DOI : https://doi.org/10.38124/ijisrt/26jul1506

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Abstract : This study examined the extent to which the in-service training strategy employed by the head of a public secondary Schools for teachers enhanced the teaching of Basic Mathematics in the Iringa Region, Tanzania, and was guided by instructional Leadership theory by Bolma and Deal (1990). The study adopted a convergent design under a mixed-methods Approach. The target population of 688 included 5DEOs, 143 Heads of schools, 143 Heads of Basic Mathematics departments, 339 Mathematics teachers, and 5 Quality Assurers. A sample of 67 participants, including 39 Mathematics teachers, was selected using stratified random sampling, with criteria for 10 HoSs and 10 HMDs, and Key informants for 4 DEOs and 4 QAs. Data collection tools comprised interview guides, questionnaires, and a document analysis guide. The data collection instruments were validated by three research experts in Education Planning and Administration from MWECAU. Reliability was ensured using a Cronbach’s alpha coefficient of 0.892 for the teachers’ questionnaire tools, indicating high internal consistency within the group. Quantitative data were analysed using descriptive statistics, and qualitative data were analysed using thematic analysis. The trustworthiness of the qualitative data was ensured through triangulation of information. Ethical considerations included research permits, informed consent, anonymity, confidentiality, and acknowledgement of sources. The findings revealed that to a high extent, heads of secondary schools employed in-service training strategy for teachers to enhance the teaching of Basic Mathematics in Iringa such as departmental training, seminars, mentoring, workshops, internal expertise, whereby departmental training and seminars were most priotised by the heads of school as trategies which enhanced Mathematics subject teaching, content delivery, teamwork, and teachers’ skills teaching techniques. The inconsistent implementation of in-service training limited enhancement. The study concludes that heads of schools' in-service training strategies enhance the teaching of Basic Mathematics to a high extent in secondary schools, although their enhancement varies across schools and is constrained by teacher shortages, limited resources, inadequate planning, inconsistent participation, and weak implementation.The study recommends that the Ministry of Education, DEOs, and HoSs strengthen teacher recruitment, institutionalise in-service training, expand stakeholder support, integrate it into school timetables, and promote collaborative leadership to improve Mathematics teaching.

Keywords : Extent In-Service Training, Employed Strategy, Enhance Teaching, Mathematics Teachers, Mathematics Subject.

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