Challenges Facing Heads of Schools in Handling Malpractice to Teachers in Tanzania

Abstract

The difficulties secondary school heads in Kinondoni Municipality face in addressing teacher misconduct were examined in this study. The study used a qualitative research methodology and a case study design as its foundation. The study included 31 respondents in total, including four (4) school administrators, nine (9) department heads, and eighteen (18) teachers who were chosen by purposive sampling methods. The information that addresses the study's posed objective was gathered using in-person interviews, focus groups, and document reviews. The study found that addressing the misconduct of teachers presented some difficulties for school administrators. These difficulties included a lack of administrative abilities, a lack of funding, political sway, and district education officers' ability to influence the choices made by the heads of the schools. The study suggests giving school heads administrative and leadership training to enable them to prevent circumstances that can cause teachers to act in ways that are inconsistent with their teaching profession and to offer practical solutions to any instances of teacher misconduct. Also, rather than relying heavily on work experience, which is the prevalent approach at the moment, school heads should be appointed based on their qualifications for the role. Moreover, sufficient funding for secondary schools should be provided to meet their needs. Additionally, school directors should have complete autonomy to appropriately use their authority.