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
Retrospective Assessment of the Successes and Challenges of Double Track system in Senior High Schools in Sekyere Central District of Ghana (Published)
In our world today, education has gained the recognition as one of the ways of enhancing standards of living and achieving developmental goals. The double tract system was an intervention strategy which was introduced by the government of Ghana to help solved the challenges involved in the Free Senior High School policy programme. This study sought to identify the successes and challenges of the double track system in senior high schools in Sekyere central district. The study used a descriptive cross-sectional survey and quantitative method to collect data from randomly sampled 150 teachers, 300 students and 150 parents in senior high schools in Sekyere central district. Structured questionnaire was used for the data collection. The results of the study showed that the double track system has led to improvement in teacher-student ratio, increased contact hours, efficient use of school resources and the employment of new teachers. On the contrary, the study identified inadequate stakeholders’ consultation prior to its implementation, inadequate provision of logistics and funds by the governments, incompletion of syllabus owing to increased number of holidays, difficulties in maintaining school facilities as a result of all year usage as the major challenges confronting the implementation of double track system. Moreover, majority of teachers perceived that the intervention has not positively affected quality of education at the senior high school because of several setbacks whiles majority of parents and students were of the view that the intervention has positively affected quality of education at the senior high school level. I therefore recommend that government should ensure adequate supply of resources for effective management of this programme in the various senior high schools.
Citation: Benedict Osei-Owusu and Akenten-Appiah Menka (2021) Retrospective Assessment of the Successes and Challenges of Double Track system in Senior High Schools in Sekyere Central District of Ghana, British Journal of Education, Vol. 9, Issue 9, pp.18-30
Keywords: Challenges, Perception, Quality of Education, Senior High School, Successes, double track system