The effects of heads of school’s managerial practices on teachers’ performance in secondary schools in Moshi municipality, Tanzania

dc.contributor.authorMandia, Mercy Glory
dc.date.accessioned2019-11-01T14:48:12Z
dc.date.accessioned2020-01-08T09:14:24Z
dc.date.available2019-11-01T14:48:12Z
dc.date.available2020-01-08T09:14:24Z
dc.date.issued2013
dc.descriptionAvailable in print copyen_US
dc.description.abstractThe study sought to investigate the effects of heads of school’s managerial practices on teachers’ performance in Moshi municipal in Tanzania. In particular, the study attempted to examine: (i) how heads of schools managerial practices influence teachers’ performance;(ii) the extent to which heads of schools’ motivation strategies influences teachers’ performance in secondary schools; and (iii) the extent to which delegation of responsibilities by heads of schools’ influences teachers’ performance in secondary schools. The study employed qualitative research approach and case study design. The study involved seven secondary schools in Moshi Municipal. The study composed a sample of 78 respondents, including of 35students, 35 teachers, 7 heads of schools and 1 Municipal Education Officer. Data were collected through interviews, questionnaires and observation. Data from the interview and observation were analysed by using descriptive display matrices, data from questionnaire were analysed through descriptive statistical (SPSS). The findings revealed that heads of schools employed five managerial practices to influence teachers’ performance namely supervision, motivation and delegation of power, decision making and communication. The identified managerial practices make teachers: have better organisation, completion of tasks and the syllabuses, more conscious of school activities than their own activities, committed, hardworking, confident of what they do hence they perform well, raises teachers’ morale, and sense of belongingness, and aware of what they are required to do. Furthermore the findings suggest that heads of schools employed six key types of motivation strategies namely: provision of accommodation and transport allowance; delegation of responsibilities; supporting and empowering teachers; provision of rewards/incentives; praise, recognition and feedbacks; and managing teaching and learning materials. It has been revealed that the identified strategies increase both job effectiveness and efficiency thus, helps to encourages teachers to perform well in their duties. It was concluded that teachers’ performance was not independent of the managerial practices and if heads of schools were to attain their goal proficiently, they would have to revise the managerial practices in order to influence performance. Based on these findings, the study recommended that the government need to encourage all heads of schools to undertake courses on school management, so that they will be in position to execute their duties effectively. Also, heads of schools should consider and fulfil the long term teachers basic demands including improving their salaries, incentives, house allowances, and availabilities of teaching and learning material.en_US
dc.identifier.citationMandia, M.G.(2013).en_US
dc.identifier.urihttp://localhost:8080/xmlui/handle/123456789/4339
dc.language.isoenen_US
dc.publisherUniversity of Dar es Salaamen_US
dc.subjectSchool principalsen_US
dc.subjectHigh school teachersen_US
dc.subjectTanzaniaen_US
dc.subjectAcademic achievementen_US
dc.subjectSecondaryen_US
dc.subjectMoshi municipalityen_US
dc.titleThe effects of heads of school’s managerial practices on teachers’ performance in secondary schools in Moshi municipality, Tanzaniaen_US
dc.typeThesisen_US
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