Browsing by Author "Mully, Asumta"

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    Teachers motivation in Tanzanian public secondary schools: leadership role of school heads
    (University of Dar es Salaam, 2012) Mully, Asumta
    In schools the dimension of leadership includes making decisions, motivating teachers, giving feedback and directing teachers confidently. The study examined the leadership role of school heads in public secondary schools and its contribution to teacher motivation in teaching process for school effectiveness. Furthermore, the study examined the leadership styles and its effects on teachers’ motivation, major factors that motivate teachers to teach effectively in secondary schools as well as the relationship between leadership styles and motivation of teachers. The study employed mainly qualitative research approach supplemented with some elements of quantitative approach. The sample for the study involved 66 informants. Six school heads (4 males and 2 females) was between the ages 30 to 55 (M=4.10, SD=1.23) and 60 teachers (34 males and 26 females) was between the ages 25 to 45 (M=3.95, SD=1.43). The study was conducted in Mvomero District, Morogoro Region. Data collection methods included interview, questionnaire, observation and documentary review. The findings revealed that majority of school heads in secondary schools used two types of leadership styles namely; democratic (67%) and autocratic (33%) leadership styles. It was further noted that democratic leadership style characterized by teachers freedom to be involved in decision making concerning the school matters and when applied teachers experienced greater stimulation at work and high levels of work motivation. On the other hand, it was found that autocratic leadership style was characterized by command over teachers and when applied teachers lose their self confidence and become less enthusiastic about working towards school goals. The study concluded that for effective teaching and learning environment in schools, democratic leadership style influenced positively the motivation of teachers. Furthermore, it is concluded that autocratic leadership style de-motivated teachers whereby teachers become stressed which eventually translate to ineffective classroom management and lack of school improvement. Based on the findings of the study, a democratic leadership style enhances teacher commitment, motivation and participation in school matters. Thus, it was recommended that school heads as leaders should allow collaborative and participatory decision making for effective teaching and learning whereby teachers are voluntarily invited to participate in school matters and policy making in both extracurricular and curricular activities. As the findings indicated that materials influence motivation of teachers, it was recommended that the government should provide adequate funds, instructional materials and other facilities and equipments to the secondary schools.