Effect of Leadership Styles on Classroom Instruction for Secondary Schools in Tanzania

Social Science

This study investigates the effect of leadership styles namely instructional, transactional, and transformational on classroom instruction. The study was conducted at Arusha region secondary schools whereby six schools were used to collect data through questionnaires and four schools through interviews. This study 90 teachers involved in filling the questionnaire, however, 71 (78.9%) teachers responded from six different schools whereas all the 4 headteachers who were expected to participate in the interview responded. The study employed both qualitative and quantitative techniques were used for data collection. The study findings showed that instructional leadership affect classroom instruction by the head of school highly developing detailed school calendar and conducts school program in order to achieve goals by defining school mission(M=3.37). Also, it was found out that school heads lowly manage school curriculum and instruction (M=2.86) so as to ensure new and innovative teaching methods are shared among teachers. Transactional leadership had effect classroom instruction as a result of the head of school awarding for good performance while on the other side impose punishment or warnings for misconduct (M=3.01). Transformational leadership styles affect classroom instruction by the head of school setting direction(M=3.15), Developing People(M=3), and Redesigning the organization (M=3.14). Also, the results show that there is a significant positive correlation at a level of p<0.05 was found between the effect of leadership on teaching and instructional leadership, transactional leadership as well as transformational leadership styles. Between all variables a significant positive correlation with p<0.01 was found ranging between r=0.32 to r=0.41. The proposed strategies to improve classroom instruction include training, financial and material resource, empowerment of school head, motivation, and involvement of educational stakeholders.

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