Impact of School Head Leadership Style in Enhancing Teachers’ Work Performance in Public Secondary Schools: A Case of Ilala City, Tanzania

Abstract

This study investigates the impact of school head leadership styles on teacher performance in public secondary schools in Ilala City, Tanzania. Centered on transformational leadership theory, the research identifies the predominant leadership styles of school heads and examines their influence on teachers’ performance, the challenges encountered in enhancing job performance, and the strategies employed to overcome these challenges. Utilizing a qualitative research approach and a descriptive case study design, data were collected from 42 respondents, including six school heads and 36 teachers, through interviews, focus group discussions, and documentary reviews. The findings indicate that school heads face challenges such as resistance to change, limited resources, heavy workloads, and a constantly evolving educational landscape. To address these challenges, school heads adopt strategies such as creating supportive work environments, setting clear goals, recognizing efforts and achievements to motivate teachers, and ensuring the availability of necessary resources. The study recommends the establishment of supportive work environments, the development of change management strategies, advocacy for adequate resources, and the provision of training, mentoring, and coaching to enable school heads to adopt effective leadership styles and enhance teachers’ job performance.