Effects Of School Leadership Models On Students’ Academic Achievement In Ward Secondary Schools: The Case Of Dodoma Region

ABSTRACT

This study investigated the effects of school leadership models on students‟ academic achievement in ward secondary schools in Dodoma, Tanzania. The specific objectives of the study were to identify the school leadership models practiced by heads of ward secondary schools to influence students‟ academic achievement, assess the extent to which the leadership models used by the school heads influence students‟ academic achievement in WSS in Dodoma, Tanzania; and explore the strategies used by heads of WSS to cope with the problems impacting upon the practices of their school leadership models. Concurrent mixed design was used whereby cross-sectional survey was used in obtaining quantitative data while multiple- case study was used for qualitative data. Methods of data collection were close - ended questionnaires, semi - structured interviews and documentary reviews. The study was carried out in seven districts of Dodoma region. A total of 250 respondents, consisting of 10 school heads, 120 teachers and 120 students in 10 well and lowly performing WSS were involved in the study. Qualitative data were analyzed by using content analysis while quantitative data were analyzed using inferential statistics. However, Pearson correlation coefficient was carried out using the Statistical Package for the Social Sciences (SPSS, Version 16) to determine the relationship between each school leadership model and students‟ academic achievement. The study emerged with three major findings. Firstly, the study identified six school leadership models among heads of WSS.. Secondly, the study found that transformational school leadership model mostly influenced students‟ academic achievement in the WSS. Finally, the study disclosed a plethora of common school leadership strategies which heads of WSS used to cope with leadership challenges. Further, subsequent studies should replicate this study through private secondary schools to obtain a broader sample of school leadership models and students‟ academic achievement in secondary schools in Tanzania.