Influence of Heads of School’s Leadership Practices on Teachers’ Job Performance in Secondary Schools

Social Science

This study assesses the heads of schools as educational leaders play a crucial role in influencing teachers’ job performance. Most of the heads of the school’s leadership practices in the Arusha district were not supporting many teachers which led to poor teachers’ performance. This study focused on the assessment of heads of school’s leadership practices on teachers’ job performance in secondary schools in Arusha district. This study used a case study design; both primary and secondary data were collected and used from a sample of 90 respondents through questionnaires and document analysis. Data were analyzed using both qualitative and quantitative data analysis techniques. Teachers were satisfied with the heads of school’s involvement in decision making practices by 38 (42.2%), neutral by 28 (31.1%) on motivation practices, and satisfied by 41 (45.6%) on control practices. Quantitative data analysis showed that there was no relationship between heads of school’s decision making practices (0.061) and motivation practices (0.147) on teachers’ job performance respectively and also there was a relationship between heads of schools control practices on teachers’ job performance (0.000. The study recommended to strengthen control practices, improve monetary benefits, provision of opportunities for further studies, and promoting good relationships.

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