Educational Leadership Practices that Sustains School Improvement in selected Secondary Schools in Tanzania

Abstract

This paper explores educational leadership practices that can sustain school improvement in selected Secondary Schools Tanzanian. This study employed a qualitative research approach in collecting and analyzing data. The paper is focused on understanding the ability of school heads to set direction, foster professional development and restructuring the school organisation to contribute to school improvement. Data were collected through Interviews, focus group discussions, documentary review and observations. The data were later subjected to content analysis. Results indicate that in best-performing schools, leaders demonstrate ability to set direction by articulating the school vision although like in worst performing schools, the school visions were developed when schools were established thus the current leaders were not involved in their development. Leaders in best-performing schools gave teachers opportunities to attend trainings, seminars and workshops though the schools lack plans for professional development. These leaders demonstrated ability to make collective decisions, to engage school communities and instill teamwork spirit, as well as ability to delegate responsibilities with empowerment, support and trust. Such practices were rarely demonstrated by leaders in worst performing schools. It is seen that school heads needs more skills on management and leadership to enable them analyse their environment and lead schools in a positive direction for school improvement.

Key words: Effective leadership, leadership practices, successful leaders, school Performance, visionary leaders.

DOI: 10.7176/JEP/14-15-14

Publication date:May 31^st 2023