Komba, Oscar2019-12-232020-01-082019-12-232020-01-082015Komba, O (2015)The contribution of leadership styles on teachers’ job performance in community secondary schools in Kilosa district in Tanzania.Master dissertation, University of Dar es Salaam, Dar es Salaam.http://localhost:8080/xmlui/handle/123456789/4593Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF LB 2822.3.T34K65)The study was conducted in Kilosa district in Morogoro region, Tanzania. It aimed at investigating the contribution of leadership styles on teachers’ job performance in community secondary schools. It had three objectives: (1) identifying the prevalent leadership styles practiced by heads of schools, (2) investigating the contribution of leadership styles on teachers’ job performance and (3) assessing the effects of leadership styles on teachers’ job performance in community secondary schools. The study employed qualitative approach and in particular the study used case study design. The study also employed purposive, stratified and simple random sampling techniques to select the 226 participants consisting of 150 teachers, eight heads of schools, the district secondary education officer, three school board chair persons and 64 students from eight secondary schools. The data were obtained through interviews, questionnaires, documentary review and focus group discussions. The data were analysed in accordance with the methods used to collect data. Content analysis following Mills and Hurberman (1994) qualitative model of data analysis used to analyse data from interviews and focus group discussions. Statistical Package for Social Science (SPSS) version 16 and Ms Excel 2010 software were used to analyse data from questionnaires. The major findings of the study were: Firstly, the dominant leadership styles practiced by heads of school were participatory, authoritarian, and laissez-faire leadership styles. Each style of leadership had challenges associated with its use, where participatory leadership challenges included: misuse of freedom among teachers, limited efficiency and delay in decision making. Challenges associated with the use of authoritarian leadership style included limited involvement of teachers in decision making, teachers worked under pressure and fear and intimidations inflicted by heads of school while challenges associated with the use of laissez-faire leadership included: school programmes and processes being left out of control and misconduct among teachers. Secondly, the level of job performance among teachers was moderate in CSSs. Each style of leadership contributed to teachers’ job performance; participatory leadership contributed through: cooperation between the heads of school and teachers, teachers were involved in decision making and decentralization and delegation of duties. Authoritarian leadership also added value to job performance through: close supervision, high concern for work and quick decision making. Laissez-faire contributed to job performance through freedom given to teachers to decide on their own. Thirdly; leadership styles had effects on teachers’ job performance including conflicts and misunderstandings, opposition from teachers faced by heads of school, divisions and disunity among teachers, students’ poor academic performance, lack of transparency and accountability on school financial resources, favoritism among heads of schools, decline in teachers morale, and high turnover of teachers. The study suggested strategies to minimize the effects of leadership styles on teachers’ job performance to include: heads of schools to upgrade professional qualifications by attend trainings, seminars and workshops on leadership skills and capacity building. The study recommends training of heads of schools in order to be competent in all leadership styles so as to cope with the changing educational environment in terms of difficult and diverse clientele as well as the changing demands of the job itself that could improve teachers’ job performance.enSchool management and organizationCommunity secondary schoolsSecondary schoolKilosa districtTanzaniaThesis