Assessing Management Styles By Head Of Schools In Managing Instruction In Public Secondary Schools In Tanzania: A Case Of Njombe Town Council

ABSTRACT

This dissertation reports the findings of the examination of the contribution of school management styles by head of schools to managing instructions in public secondary schools. It draws on the data that were collected from Njombe Town Council to specifically inform about common management style employed by head of schools in managing instruction for students’ academic achievement, the factors that influence head of schools in managing instruction in public secondary schools, the impacts of management styles by head of schools in managing instruction, and the challenges facing head of schools in using different management styles. Data for the study were obtained through explanatory research design which was blended with the mixedmethod approach. However, the qualitative approach was predominantly used in the study. A total of 70 participants were sampled from six secondary schools around Njombe Town Council to participate in the study through a questionnaire, interviews, and documentary reviews. Both the quantitative and qualitative analysis of the data generated revealed that school heads from the selected public secondary schools use different management styles to manage school instruction. However, the participative management style was the most preferred style whereas autocratic and laissez-faire were less preferred by head of schools. Furthermore, participative management style had positive outcomes while the autocratic and laissez-faire had negative outcomes on students’ academic achievement. Following these findings, the study recommended that the government and all other education stakeholders should create an effective school management style to enhance students’ academic achievement in public secondary schools.