The role of school leadership on students’ academic performance in secondary schools: a comparison of schools in Sumbawanga rural and municipal districts

This study investigated the role of school leadership in public secondary schools and its contribution to students’ academic performance. The study employed a qualitative research approach. The study also is a comparative design. The sample of the study involved 106 participants: 2 DEOs (1male and 1 female), 8 school heads (all males), 80 teachers (52 males and 28 females) and 16 students’ leaders (8 males and 8 females). The study was conducted in Sumbawanga Rural and Municipal Districts in Rukwa Region. Data collection methods included interview, questionnaire, documentary reviews and observation. The study findings revealed the role of school leadership as follows: monitoring students’ academic progress. It was further found out that democratic leadership style impressed more teachers than other styles. To the contrary it was noted that autocratic leadership style did not impress teachers because they only experienced exercise of strict commands and less freedom at their work stations. Meanwhile the laissez-faire leadership style created a sense of less concern on school matters. The study also found that, there were numerous strategies that were used to motivate teachers and students in teaching and learning process include involvement of teachers and students in decision making, teachers’ salary and good student academic performance. The study found out that secondary schools located in Sumbawanga Municipal performed better than rural ones. This is due to the former’s use of three types of leadership styles by their school heads that used them in varying degrees, where democratic style carried 50%, autocratic leadership style 35% and laissez-faire style caried15%. The study shows that the role of school leadership has a significant impact on students’ academic performance in secondary schools. It is therefore, recommended that school leadership should monitor students’ academic progress by involving other education stakeholders like teachers, students, parents and community members through school boards.