Browsing by Author "Mgani, Erastus Elias"

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    Perceptions on management styles and utilization of selected resources in Secondary Schools
    (University of Dar es Salaam, 2010) Mgani, Erastus Elias
    This study examined how leadership styles affect school performance in NECTA. The study purposively selected nine public secondary schools in Morogoro Region which were grouped into three categories according to their performance: HPC NIPC (3): and LPC (3). Data were collected through interviews. questionnaires. participatory observations. focus group discussions and documentary reviews. A random sample of nine school heads. 170 teachers and 350 students was taken. The studs found out that in the selected public secondary schools there were three leadership styles. name) delegative. democratic and authoritative all being dominantly used. Their influence towards effective school achievement in NECTA Varied from one group of performance to another. HPC schools had mostly democratic stele. MPC schools had mostly delegative style while LPC schools were mostly under authoritarian style of leadership. Delegative and democratic sty les promoted conducive and enabling environment in w Inch staff meetings were held while authoritarian style created an atmosphere of fear and lack of dialogue leading to underperformance in NECTA examinations. The study also showed that the dominant teaching methods in PSS were question- answer, discussions and demonstrations. The studs indicated that the majority of school heads and teachers teaching in PSS where trained, though there were big problems of shortage of teachers. teaching, and learning materials negatively el affecting school achievement at N ECTA. These findings suggest that leadership styles in PSS when properly used promoted good performance in NECTA as proven by HPC and MPC schools that had democratic and delegative leadership style, respectively.
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    Perceptions on management styles and utilization of selected resources in secondary schools
    (University of Dar es Salaam, 2010) Mgani, Erastus Elias
    This study sought to analyze the perceived management styles and their perceptions in the optimal utilization of classrooms, teachers and time on task in selected secondary schools in Dar Es Salaam region. The study included respondents from six categories of secondary schools of which 63 schools were selected. The six categories were Community, Government, Non-Government, Muslim Seminaries, Christian Seminaries, and International secondary schools. The sample included 63 school heads, 162 teachers and 238 students making a total of 463 respondents. Four techniques/instruments were employed to obtain information that is questionnaires, observation schedules, interviews and documentary reviews. Data collected were processed and analyzed by use of the SPSS program and cross tabulations presented by use of contingent tables, figures absolute values and percentages. The Chi- Square test for testing categorical data was used for statistical significance. The findings showed that 50% of school heads, teachers and students opinions and perceptions reflected democratic management style to be the dominant style in the selected secondary schools. Other 50% of the respondents' opinions reflected a combination of teamwork (TW), laissez-faire (LZ), autocratic (AT), situational (ST), transactional (TS) and transformational (TF) management styles to be also used. However, it appeared that these styles were not mutually exclusive. Findings also unveiled that DM and TW management styles reflected the optimal utilization of classrooms, teachers and time on task in the selected secondary schools. LZ, AT, ST, TS and TF management styles were also perceived but not well articulated. School heads, teachers and students' opinions and perceptions when analyzed by the Chi-Square test; the values revealed that DM and TW styles were statistically significant throughout the three objectives. These opinions and perceptions could not be ignored. The Chi- Square test values on the perceptions regarding LZ, AT, ST, TS, and TF management styles were statistically not significant and could be ignored. The study recommends that insistence on the use of DM and TW styles in schools by heads be given in order to optimally utilize resources in secondary schools. It is also recommended that more studies be done on how AT ST, TS, and TF management styles can be reflected in the optimal utilization of classrooms, teachers, textbooks and time on task secondary schools.