Abstract
This study explores the instructional leadership styles on students' academic performance in public secondary schools in Tarime Urban District, Mara-Tanzania. The study identifies the contribution of instructional leadership styles on students' academic performance, find out the challenges encountered by heads of school on the practice of instructional leadership styles towards students' academic performance and to establish measures to be taken to enhance the instructional leadership styles to promote students' academic performance. The study adopted a mixed research approach and a convergent parallel design where qualitative and quantitative were used in a single study. The questionnaires and interview guide tools were used to collect data. A sample size of 90 respondents out of 151 populations was used. Qualitative data were categorized to get themes while quantitative data was analyzed using descriptive with the aid of Statistical Package for Social Science (SPSS) version 21. Instruments such as questionnaires were validated and reliability was checked and gives the correlation coefficient of 0.725 indicating that the instruments were valid and reliable to go to the field for data collection. Data were analyzed using descriptive and inferential statistics and the findings indicated that the use of instructional leadership style by well-defining school vision and goal to teachers, providing adequate instructional resources, supervising and monitoring them effectively can improve their job performance which enhances student academic performance. However, this study unveiled that instructional leadership style is hindered by several challenges including shortage of funds, poor school infrastructures, shortage of teaching and learning resources and students and teachers truancy. The study concluded that the government should provide in-service training to school heads to improve their leadership skills especially on instructional leadership style, also ensure a conducive working environment including infrastructures and teaching and learning materials.
Highlights
AND BACKGROUNDThe concept of instructional leadership emerged during the 2nd half of the 20th century as an important leadership and management approach to improve school efficiency in terms of teaching and learning; and it continues to become the dominant model for school leaders after researchers noticed that effective schools usually had leaders who maintained a https://theshillonga.com/index.php/jhed high focus on curriculum and instruction (Bogale 2019)
By referring to table 1, the performance rank of Tarime Urban District out of the whole Tanzania districts for four years consecutively from 2016-2019 is still poor. This performance trend leaves the question to the researcher on whether instructional leadership in secondary schools plays any role or not in improving the performance of public schools. Based on these doubts; this study aimed to find out the contribution of instructional leadership styles on students' academic performance in public secondary schools in Tarime Urban District
The presentation of the findings and discussion was done basing on the objectives as shown below; Roles of school heads as instructional leaders on enhancing students' academic performance
Summary
The concept of instructional leadership emerged during the 2nd half of the 20th century as an important leadership and management approach to improve school efficiency in terms of teaching and learning; and it continues to become the dominant model for school leaders after researchers noticed that effective schools usually had leaders who maintained a https://theshillonga.com/index.php/jhed high focus on curriculum and instruction (Bogale 2019). The effective head of school is sensitive to some traits including; defining the school mission, manage the instructional program and promote a positive school learning climate, protecting instructional time, promoting professional development, maintaining high visibility and providing teaching and learning incentives (Seong (2015). Good students' achievements always are connected with good instructions provided by their teachers. Teachers need support from school heads and the whole management system of the school. One can conclude that students taught in schools where the instructional leadership approach
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