Urio, Perpetua John2019-08-132020-01-082019-08-132020-01-082012Urio, P. J (2012) Effective leadership for quality improvement: characteristics, practices and challenges in public secondary schools in Morogoro, Tanzania, Doctoral dissertation, University of Dar es Salaam. (Available at http://41.86.178.3/internetserver3.1.2/detail.aspx)http://localhost:8080/xmlui/handle/123456789/4635Available in print formThe 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.enSchool management and organizationEducationSecondarySecondary schoolsPublic schoolsMorogoro regionThesis