Extent of Mentorship Strategy Employed by Head Teachers to Promote Teaching in Overcrowded Classes in Public Primary Schools in Mpanda Municipality, Tanzania

Abstract

The study aimed to investigate the Extent to which mentorship strategy employed by Head Teachers promotes teaching in overcrowded classes in Public Primary Schools in Mpanda Municipality, Tanzania. The study was guided by Classroom Management Theory (CMT) by Fred Jones (1980s) and Emmer and Evertson (1980s–1990s); it adopted the pragmatist research philosophy and employed a mixed-methods approach and a convergent design. The study targeted 46 public primary schools and 624 individuals, comprising 611 teachers, 12 head teachers, and one District Primary Education Officer (DPEO). A sample of 130 teachers was selected using proportional stratified sampling, about 12 head teachers were selected through purposive sampling and one District Primary Educational Officer was selected through total population sampling. Instruments of Data collection used were teachers’ questionnaires, interview guides for head teachers and DPEO and a document analysis guide. The instruments were validated by three experts in educational planning and administration at MWECAU and subsequently piloted in one public primary school in Mpanda Municipality. The reliability of the Likert-scale items was determined using Cronbach’s alpha coefficient of 0.75, while the trustworthiness of qualitative data was ensured through triangulation. Quantitative data were analysed using descriptive statistics and were expressed in frequencies, percentages and means, with the aid of the Statistical Package for the Social Sciences (SPSS) version 27, while qualitative data were subjected to thematic analysis. Ethical considerations were strictly observed throughout the study, including obtaining informed consent from participants and ensuring the confidentiality of the collected data. The study found that the mentorship strategy employed by head teachers promotes teaching in overcrowded classes to a moderate extent, although challenges related to workload, limited time and inadequate resources affect its implementation. The study concluded that mentorship is an important way through which head teachers support teachers in dealing with the demands of teaching overcrowded classes, despite challenges related to workload, time and inadequate resources. Head teachers should establish structured mentorship arrangements that provide teachers with regular opportunities for coaching, peer learning and professional exchange within the school.