The impact of leadership styles on students’ academic performance in public secondary schools in Mwanga district, Tanzania

Msoffe, Judica Isack

dc.creator	Msoffe, Judica Isack
dc.date	2018-04-11T11:26:52Z
dc.date	2018-04-11T11:26:52Z
dc.date	2017
dc.date.accessioned	2022-10-20T14:15:21Z
dc.date.available	2022-10-20T14:15:21Z
dc.identifier	Msoffe, J. I. (2017). The impact of leadership styles on students’ academic performance in public secondary schools in Mwanga district, Tanzania. Dodoma: The University of Dodoma
dc.identifier	http://hdl.handle.net/20.500.12661/427
dc.identifier.uri	http://hdl.handle.net/20.500.12661/427
dc.description	Dissertation (MA Education)
dc.description	This study examined the impact of leadership styles on students' academic performance in public secondary schools in Mwanga District. The study specifically examined the leadership styles used by heads of schools in public secondary schools. This purpose was to determine the specific leadership style perceived by heads of schools to have positive impact on students' academic performance. In addition, challenges facing heads of schools in applying different leadership styles were also identified. Both qualitative and quantitative research approaches were used. Furthermore, descriptive survey design was conducted in five public secondary schools. A total of 45 participants were involved in this study. Data collection was done using questionnaire, interviews and documentary reviews. The findings revealed that school heads from the selected public secondary schools use different leadership styles to manage school resources. It was found that democratic leadership was the most preferred style while autocratic and laissez-faire were less preferred by school heads. Moreover, democratic leadership style was found to have positive impact on students‟ academic performance while the autocratic and laissez-faire had negative impact on students‟ academic performance. Based on the research findings, the study recommended that, the government and all other education stakeholders should recognize a strong need to create an effective school leadership which is able to enhance students‟ academic performance
dc.language	en
dc.publisher	The University of Dodoma
dc.subject	Leadership
dc.subject	Academic performance
dc.subject	Secondary schools
dc.subject	Public schools
dc.subject	Mwanga
dc.subject	Tanzania
dc.subject	Leadership styles
dc.subject	Democratic leadership
dc.subject	Autocratic leadership
dc.subject	Laissez-faire leadership
dc.subject	School leadership
dc.title	The impact of leadership styles on students’ academic performance in public secondary schools in Mwanga district, Tanzania
dc.type	Thesis