Dissertation (MA Education)The study examined the transformational leadership in community secondary schools in Sumbawanga Municipality in Tanzania. Questionnaires and documentary review were used to collect qualitative data as implied in the phenomenological design. One hundred (100) questionnaires were distributed to 12 head teachers and 88 teachers to 12 community secondary schools. Results indicated that all three components of transformational leadership (charismatic leadership, individualized consideration and intellectual stimulation) were not common in the community secondary schools in Sumbawanga Municipality in Tanzania. Only minority, 16%, 27.5%, and 27% of the respondents showed that the elements of transformational charismatic leadership, intellectual stimulation and individualized consideration respectively were being practiced. The results have implication to teachers, students, community secondary schools and the whole Tanzanian society. With hardly or no practice of transformational leadership in CSSs, it acts as an obstacle to teachers, performance. In this sense, it is impossible for teachers to expose their talents, aptitudes and capacities in improving the teaching and learning activities in their schools. It was concluded that almost head teachers and teachers do not have the skills and knowledge of transformational leadership. The study recommended that MoEVT and TAMISEMI should establish seminars, workshops and update school administration so as to make head teachers and teachers to learn and practice the transformational leadership skills