Effects of school leadership models on students’ academic achievement in ward secondary schools: The case of Dodoma region

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dc.creatorIramba, Iramba F. W
dc.date2019-09-05T11:10:12Z
dc.date2019-09-05T11:10:12Z
dc.date2016
dc.date.accessioned2022-10-20T14:14:17Z
dc.date.available2022-10-20T14:14:17Z
dc.descriptionDoctoral thesis
dc.descriptionThis study investigated the effects of school leadership models on students‟ academic achievement in ward secondary schools in Dodoma, Tanzania. The specific objectives of the study were to identify the school leadership models practiced by heads of ward secondary schools to influence students‟ academic achievement, assess the extent to which the leadership models used by the school heads influence students‟ academic achievement in WSS in Dodoma, Tanzania; and explore the strategies used by heads of WSS to cope with the problems impacting upon the practices of their school leadership models. Concurrent mixed design was used whereby cross-sectional survey was used in obtaining quantitative data while multiple- case study was used for qualitative data. Methods of data collection were close - ended questionnaires, semi - structured interviews and documentary reviews. The study was carried out in seven districts of Dodoma region. A total of 250 respondents, consisting of 10 school heads, 120 teachers and 120 students in 10 well and lowly performing WSS were involved in the study. Qualitative data were analyzed by using content analysis while quantitative data were analyzed using inferential statistics. However, Pearson correlation coefficient was carried out using the Statistical Package for the Social Sciences (SPSS, Version 16) to determine the relationship between each school leadership model and students‟ academic achievement. The study emerged with three major findings. Firstly, the study identified six school leadership models among heads of WSS.. Secondly, the study found that transformational school leadership model mostly influenced students‟ academic achievement in the WSS. Finally, the study disclosed a plethora of common school leadership strategies which heads of WSS used to cope with leadership challenges. Further, subsequent studies should replicate this study through private secondary schools to obtain a broader sample of school leadership models and students‟ academic achievement in secondary schools in Tanzania.
dc.identifierIramba, I. F. W. (2016). Effects of school leadership models on students’ academic achievement in ward secondary schools: The case of Dodoma region (Doctoral thesis). The University of Dodoma, Dodoma.
dc.identifierhttp://hdl.handle.net/20.500.12661/1729
dc.identifier.urihttp://hdl.handle.net/20.500.12661/1729
dc.publisherThe University of Dodoma
dc.subjectSecondary schools
dc.subjectWard secondary schools
dc.subjectCommunity secondary schools
dc.subjectPublic secondary schools
dc.subjectGovernment secondary schools
dc.subjectSchool leadership
dc.subjectSchool leadership models
dc.subjectStudents
dc.subjectAcademic achievement
dc.subjectAcademic performance
dc.subjectDodoma region
dc.subjectTanzania
dc.titleEffects of school leadership models on students’ academic achievement in ward secondary schools: The case of Dodoma region
dc.typeThesis

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