Usefulness of Head Teachers’ Collaborative Strategy in Enhancing Active Teaching and Learning in Public Primary Schools in Njombe Town, Tanzania

This study investigated the usefulness of Head Teachers’ collaborative strategy to enhance active teaching and learning in public primary schools in Njombe Town, Tanzania. The study employed a convergent design under mixed method approach. The target population consisted of 1 district, from which 84 primary schools, 84 Head Teachers, 749 teachers, and 8,017 pupils were obtained. Sample was selected through Stratified sampling, Total Population and Quota sampling techniques. Data collection involved questionnaires for teachers, focus group discussion guide for pupils, and an interview guide for Head Teachers. The validity of the instruments were done by using three research experts from the field of planning and administration at Mwenge Catholic University. Reliability of the Questionnaire was determined by using the Cronbach alpha coefficient 0.813, while that of qualitative instruments was done by using triangulation of instruments. The researcher coded, classified, and organized both quantitative and qualitative data to aid in interpretations, discussions and conclusions. Quantitative data were analyzed using frequencies, percentages, and mean score with the aid of SPSS version 22, and data were presented using tables. The qualitative data were analyzed thematically. Ethical considerations were strictly observed throughout the study, including obtaining informed consent from participants and ensuring the confidentiality of the collected data. The study revealed that strong collaboration among education stakeholders in Njombe public primary schools enhances teaching quality, though some teachers still need more consistent support from head teachers. The study concluded that by promoting students’ involvement and fostering a collaborative culture among head teachers and teachers enhanced educational achievement and created a supportive school environment. The study recommends that Head Teachers continue to receive annual training, hold regular meetings with teachers for monitoring and feedback, and collaborate with parents each term to improve teaching and learning outcomes.