INFLUENCE OF HEAD-TEACHERS’ LEADERSHIP STYLES ON STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN DODOMA URBAN DISTRICT, TANZANIA
| dc.contributor.author | NJUU DONASIANA BIRGITA | |
| dc.date.accessioned | 2023-11-27T08:43:01Z | |
| dc.date.available | 2023-11-27T08:43:01Z | |
| dc.date.issued | 2023-10-10 | |
| dc.description | Download Full Text | |
| dc.description.abstract | The purpose of the study, was to assess the influence of head teachers’ leadership styles on students’ academic performance in Dodoma Urban District Council. The study was guided by the following objectives: to assess the influence of head teachers’ directive leadership style on students’ academic performance, to determine the influence of head teachers’ supportive leadership style on students’ academic performance, to assess the influence of head teachers’ participative leadership style on students’ academic performance, and lastly to assess the influence of head teachers’ achievement-oriented leadership style on students’ academic performance in public secondary schools in Dodoma Urban District Council, Tanzania. The study adopted a mixed research approach. Specifically, the researcher adopted a concurrent mixed method design. The target population for this study consisted of seven (7) head teachers and 110 teachers from seven (7) public secondary schools in Dodoma Urban District. The study used proportionate random sampling and purposive sampling to sample respondents. A closed and open-ended questionnaire were used on teachers and interviews were used on head teachers. The study employed Statistical Package of Social Science (SPSS) version 26, to analyze quantitative data which was generated by use of frequencies, tables and percentages. The analysis on the interviews involved reading the transcript, annotating the transcript, conceptualizing the data gathered from respondents, segmenting the data, analyzing the segment and writing the results that was obtained. The key findings indicated that to improve students’ academic performance, the head-teachers supervise team members very closely and ensures that there is cooperation in accomplishment of objectives by the teachers. Furthermore, the findings of the study indicated that to improve students’ academic performance, head teachers encourage team members to express their ideas or suggestions and ensure work is done independently and provide the opportunity to make decisions. In addition, findings revealed that supervision is done to the team members to meet school objectives and achieve better academic performance in schools. It was recommended that the Ministry of Education (MoE) needs close monitoring on the leadership styles to ensure that it is current and preferably suites both students and teachers to be able to achieve the intended goals and objectives of the school. Co-operation among the head of schools, teachers and the students should be strengthened to ensure academic excellence of the students | |
| dc.identifier.uri | https://repository.tangaza.ac.ke/handle/123456789/1431 | |
| dc.language.iso | en | |
| dc.publisher | Tangaza University College | |
| dc.title | INFLUENCE OF HEAD-TEACHERS’ LEADERSHIP STYLES ON STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN DODOMA URBAN DISTRICT, TANZANIA | |
| dc.type | Thesis |