Authors : Sisti Kayombo; Eugene Lyamtane; Dr. Digna Chuwa

Volume/Issue : Volume 11 - 2026, Issue 10 - October

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Google Scholar : https://tinyurl.com/7d2e4fht

DOI : https://doi.org/10.38124/ijisrt/26Oct425

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

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Abstract : This study investigated the extent to which instructional leadership practices by head teachers improve the teaching of Mathematics in primary schools in Wanging’ombe District, Tanzania. The study was guided by the Instructional Leadership Theory by Philip Hallinger and Joseph Murphy (1985) and employed a cross-sectional survey design within a quantitative research approach. The target population comprised 102 public primary schools, 912 teachers, 35092 pupils, and 102 head teachers, totalling 36208 individuals. A probability sampling method was used to select 30 schools, 30 head teachers, 210 pupils, and 90 teachers, yielding a total of 330 respondents.

Keywords : Instructional Leadership, Head Teachers, Mathematics Teaching, Primary Schools, Educational Administration, Wanging’ombe District.

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