School Heads' Strategies for EnhancingTeachers' Performance in Temeke Public Secondary Schools, Dar- es- Salaam, Tanzania

This study analyzed school heads' strategies for enhancing teachers' performance in public secondary schools in Temeke District, Dar es Salaam, Tanzania. Temeke District was chosen because the number of form four students who got division zero in form four national examinations has been decreasing hence the researcher wanted to find out school heads' strategies for enhancing teachers' performance in the district. Specifically, the study investigated the strategies used by heads of schools to manage teachers, the effectiveness of the strategies and the effects of such strategies on students' performance. The study used qualitative research approach and descriptive case study design. Purposive sampling was used to obtain 1 District Secondary Education Officer (DSEO) 7 heads of schools whereas stratified sampling was used to obtain 42 students and convenience sampling was used to obtain 42 teachers, making a total of 92 participants in this study. The collection of data mostly based on interviews held with DSEO and heads of schools, focus group discussions to teachers and students and documents review. Interviews and focus group discussions data were analyzed through Miles and Hurberman (1994) model of qualitative data analysis and documentary review data were analyzed by content analysis. The study found out that strategies used by heads of schools to manage teachers included that, teachers sign in their attendance registers to ensure their regular attendance to school, teachers sign after work hours and remedial classes together in order to stay at schools throughout work time, most of heads of schools obliged teachers to sign after attending classes and teach. Delegation of duties among teachers was executed by most of heads of schools by appointing some teachers as deputies, academic coordinators, discipline supervisors, supervisors for sports and games and the like. Teachers were also involved in decision making through staff meetings with their heads of schools and teachers with high standard of performance were encouraged through specifically being rewarded in terms of financial incentives. It was also revealed that the effectiveness of the strategies for enhancing teachers' work performance was that, teachers were required to sign every day when they attend school. This helped many teachers to avoid missing to attend to school regularly, signing of teachers wherever they teach helped most of them to attend classes and teach in fear of being questioned by their heads of schools. Lastly, on the effect of school heads' teachers-management strategies on student performance, it was found that where heads of schools ensured that teachers signed register book to keep intact their attendance to school it helped teachers to attend classes and teach thus leading to students' effective learning. When teachers kept on signing after teaching, they gained teaching habits that prevent missing of classes hence influence students to learn more topics for different subjects and thus apply during national examinations. Based on these findings, the study recommends that heads of schools should observe where teachers sign, delegate duties with regard to teachers' abilities of performing the duty, involve teachers even in financial issues as well as using both financial and non-financial incentives in rewarding teachers. The study recommends further study to be conducted in rural areas and making comparison between public and private school heads' strategies used for enhancing teachers' performance.