Shared Strategic Vision in Participative Leadership Style and Quality Education Provision in Public Secondary Schools in Arusha Region, Tanzania (Published)
This study examined the influence of shared strategic vision in participative leadership style on improving the quality of education in public secondary schools in Arusha region, Tanzania. Correlation survey design under quantitative approach was adopted to establish the influence of shared strategic vision on improving the quality of education. Data was collected from 291 respondents, comprising district education officers, heads of schools, academic masters/mistresses, students’ leaders, and teachers. Data was analyzed using both descriptive and inferential statistics. The results of the analysis revealed that shared strategic vision is a vital approach of participative leadership style that enabled the involvement of teachers in preparing a detailed school calendar system to guide teaching and learning activities for facilitating students’ achievements, provides conducive environment for motivating teachers through timely rewards systems, facilitates the sustainable implementation of education goals by ensuring that teaching strategies are guided by clear objectives for improving quality education, facilitates effective monitoring and evaluation of teaching and learning process for ensuring regular and early report of students’ academic progress, increases teachers’ commitment and efficiency to the attainment of students’ performance especially in lesson preparation and syllabus completion. The study concluded that teacher and students’ leaders are mainly implementers of the strategic vision rather than designers and thus affect the provision of quality of education. The study recommended the Ministry of Education, Science, and Technology to develop a clear policy and increase efforts in training and retraining headmasters/mistresses on the proper delegation of responsibility for improving the quality of education in public secondary schools.
Keywords: Arusha, Participative leadership style, Quality Education, shared strategic vision
Influence of Delegation of Responsibility in Participative Leadership Style on Improving the Quality of Education in Public Secondary Schools in Arusha Region, Tanzania (Published)
This study addressed the influence of delegation of responsibility in participative leadership style on improving the quality of education in public secondary schools in Arusha region, Tanzania. The study was informed by Likert’ participative system theory. Correlation survey design was adopted to establish the influence of delegation of responsibilities on improving the quality of education. To this end two hundred and nineteen (219) respondents from 18 public secondary schools were selected based on stratified and random sampling techniques from three (03) district councils in Arusha region. The study involved three (03) district education officers, eighteen (18) heads of schools, eighteen (18) academic masters/mistresses, and one hundred and eighty, and (180) teachers. In this study data was collected by using multiple instruments such as questionnaires for teachers and academic masters/mistresses, interview schedule for district education officers and headmasters/mistresses, and document analysis schedule. Cronbach alpha was used to test reliability, while content validity was used to test validity. Data was analyzed using both descriptive statistics by frequency, mean scores, standard deviation; and inferential statistics by the use of Chi-square tests technique. The study findings revealed that delegation of responsibility fosters shared leadership responsibility between head of schools and experienced teachers, as well as develops accountability and commitment among the teaching staff. The study concluded that the delegated teachers in different responsibilities are not given decision making powers. It was also concluded that head of schools delegates responsibility to some of the teachers especially the experienced ones than the new teachers. Based on the research findings and conclusions, the study recommended the Ministry of Education, Science, and Technology to develop a clear policy and increase efforts in training and retraining headmasters/mistresses on the proper delegation of responsibility for improving the quality of education in public secondary schools.
Keywords: Participative leadership style, Quality of Education, delegation of responsibilities
Influence of Collective Decision Making in Participative Leadership Style on Improving the Quality of Education in Public Secondary Schools in Arusha Region, Tanzania (Published)
This study addressed the influence of collective decision-making in participative leadership style on improving the quality of education in public secondary schools in Arusha region, Tanzania. The study was guided by participative system theory. The correlation survey design was adopted to establish the influence of collective decision-making on improving the quality of education. To this end, two hundred and ninety-one (291) respondents from 18 public secondary schools were selected in the mix of stratified and random sampling techniques from three (03) district councils in Arusha region. The study involved three (03) district education officers, eighteen (18) heads of schools, eighteen (18) academic masters/mistresses, one hundred and eighty (180) teachers, and seventy-two (72) students. The study collected data by using multiple instruments such as questionnaires for teachers, students, and academic masters/mistresses, interview schedules for district education officers and headmasters/mistresses, and document analysis schedules. Descriptive statistics such as mean scores, standard deviations, frequencies, and percentages summarized data collected. Multiple Regression Analysis technique was used to analyze inferential statistics by testing hypotheses. The study findings revealed that collective decision-making is the crucial strategy of involving teachers and students in participative leadership by making them be part of the solution to the education challenges confronting the education sector. The academic masters/mistresses appeared to be more involved in collective decision-making than teachers and students. The study concluded that there is an existence of contradiction of application of collective decision making due to the manifestation of a top-down leadership system based on directive decisions from the highest authority. Based on the research findings and conclusions, the study recommended the Ministry of Education, Science, and Technology to develop a clear policy that will guide headmasters/mistresses towards implementing the collective decision making by involving teachers and students for improving the quality of education in public secondary schools.
Keywords: Participative leadership style, Quality of Education, collective decision making