Browsing by Author "Urio, Perpetua John"

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    Effective leadership for quality improvement: characteristics, practices and challenges in public secondary schools in Morogoro, Tanzania
    (University of Dar es Salaam, 2012) Urio, Perpetua John
    The purpose of this study was to explore effective leadership qualities for improving quality of secondary education in Morogoro Tanzania by analysing characteristics, practices and challenges. The study was conducted in Morogoro Region, using a sample of fifty nine respondents from four secondary schools. The study used qualitative approach. Data was collected through interviews, focus group discussions, documentary review and observations, and was later subjected to content analysis. Study findings revealed that effective leadership characteristics are perceived differently by respondents in the two categories of schools involved in the study. Leaders in best performing schools demonstrate effective leadership characteristics, while it was observed that leaders in worst-performing schools demonstrate more ineffective characteristics than effective ones. Contextual factors affect leaders’ practices in the two categories of schools differently, with greater severity observed in worst-performing schools. Leaders in best-performing schools demonstrate ability to set direction by articulating the school vision; but it was found out that neither category of schools had developed their respective schools vision, nor were stakeholders involved in the vision development process. Leaders of best-performing schools are able to manage instructional programmes through timely planning and monitoring students’ performance. Both categories of schools do not supervise teachers during classes and neither do they have mechanisms to hold teachers’ accountable for their performance. Motivation to teachers is provided according to jobs well done, especially on how students perform in national examinations. Leaders in best-performing schools give teachers opportunities to attend training seminars and workshops but schools lack plans for professional development. These leaders demonstrate ability to make collective decisions, to engage school communities in collaboration and teamwork, as well as ability to delegate with empowerment, support and trust. Such practices are rarely demonstrated by leaders in worst-performing schools. Following these findings, the study concludes that effective leadership with transformational characteristics and skills in Tanzania is crucial in transforming inputs into outputs and outcomes for realization of quality education. Based on these findings, it is recommended that school heads change the style of managing schools and adopt leadership styles that encourage power sharing. School leaders should also groom others to be leaders, and plan for other forms of professional development (such as organisational learning strategies). It is further recommended that the Government allocates enough resources to school leaders so that they can cope with their various and demanding responsibilities under the current reforms. Most importantly, school heads should be given more skills on management and leadership to enable them analyse their environment and lead schools in a positive direction for quality improvement.
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    The role of heads of departments in enhancing the quality of education in secondary schools in Tanzania
    (University of Dar es Salaam, 2006) Urio, Perpetua John
    This study aimed at finding out how heads of departments in Tanzanian secondary schools dealt with their task areas in relation to administrative process in enhancing quality education. The study also intended to find out the support level accorded to heads of departments by school administrative system for the performance of their roles. This study was conducted in Arusha and Coast Regions comprising a sample of seventy- two respondents from eight secondary schools. Data were collected through interviews, questionnaires and documentary review. Data collected were subjected to content analysis and numerical data were summarized into tables. Findings revealed that in implementation of instructional programmes the heads of departments maintained quality and syllabus coverage by evaluating lesson plans, students’ lesson notes, logbooks, and schemes of work. They did not plan for subject clubs, debates and study tours as activities that could contribute to students’ understanding. On management of students, it was concluded that the students’ issue seriously addressed in the department was the evaluation process but others like interest, abilities and motivation did not receive proper attention. Pertaining to management of teachers, it was concluded that heads of departments had little ability to influence teachers’ professional development, motivation and conducting classroom observation as contributing factors to quality education. In regard to management of resources, it was concluded that heads of departments had the role of managing resources but lack of departmental offices and adequate materials in their departments affected their ability to contribute to quality education. On support from administration, it was concluded that administrative systems are not supportive to the extent that can make heads of departments contribute optimally to the enhancement of quality education. From these findings, it is recommended that heads of departments should be supported in terms of resources, role clarification, clear vision, recognition, and motivation. More importantly, they should be exposed to different professional development and training on how to lead departments, in order to contribute to the provision of quality education