Authors : Msami Kanuti; REV. Dr. Peter Siamoo; Dr. Gadi M. Koda

Volume/Issue : Volume 9 - 2024, Issue 8 - August

Google Scholar : https://tinyurl.com/39abavem

Scribd : https://tinyurl.com/m6fuzdm4

DOI : https://doi.org/10.38124/ijisrt/IJISRT24AUG266

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This research determined the influence of face- to-face meetings by Heads of Schools (HoS) leadership strategy on teacher commitment in community-based secondary schools (CBSS) within specific District Councils in the Kilimanjaro Region, Tanzania. Utilizing the Situational Leadership Theory from Paul Hersey and Ken Blanchard, the study followed a correlational design within a quantitative research framework. The study included 840 teachers and 70 heads of schools in its target population. Using basic and stratified random sampling techniques, a sample of 252 teachers and 21 heads of schools were chosen from this population. Questionnaires that had been approved by three MWECAU experts were used to collect data, with reliability scores of 0.824 for the HoS questionnaire and 0.733 for the teachers’ questionnaire, ensuring readiness for data collection. Descriptive and inferential statistics, including multiple regression analysis, were used for quantitative analysis, revealed a significant disparity in perceptions between HoS and teachers regarding teachers’ level of commitment. While HoS perceived a moderate level of commitment from teachers, acknowledging strengths and areas for improvement, teachers rate their commitment higher, especially in innovative teaching and student support. In-person meetings between school heads and teachers were found to be highly effective, demonstrating a clear positive correlation between this method and the level of commitment shown by teachers. The study concluded that addressing disparities in perceptions and fostering mutual understanding was essential for enhancing teachers’ level of commitment, ultimately improving CBSS environments. Recommended weekly consultation sessions, fostering positive work environments, and offering professional development opportunities for school leaders. These actions aimed to create a supportive atmosphere conducive to enhancing teacher commitment and improving student outcomes in CBSS settings.

Keywords : Face-to-Face Meetings Heads of Schools (HoS) Leadership Strategy, Teachers’ Level of Commitment and Quality Education.

References :

1. Aflah, M. N., & Fajar, E. (2022). Enhancing Students’ Active Learning through Group Discussion Role-Playing. International Online Journal of Education and Teaching, v9 n4 p1470-1479 2022. https://doi.org/EJ1353378
2. Alzoraiki, M., Ahmad, A. R., Naji, G. M. A., Ateeq, A. A., Almaamari, Q., & Beshr, B. A. H. (2023). Impact of Teachers’ Commitment to the Relationship between Transformational Leadership and Sustainable Teaching Performance. Sustainability, 15(5), 4620. https://doi.org/10.3390/su15054620
3. Ambrose, D., & Shahid, A. (2023). Teachers’ Perception of Homework Effectiveness in Primary Grades. Journal of Education and Educational Development, 10(2), 308–328. https://doi.org/10.22555/joeed.v10i2.827
4. Arnold, E., & Mwila, P. M. (2022). Teacher Professional Code of Conduct: Its effect on Teaching and Learning Process in Public Secondary Schools in Busega District, Simiyu, Tanzania. International Journal of Research and Innovation in Social Science (IJRISS), Volume VI(IX).
5. Atalay, M., & Ayik, A. (2023). Executive Opinions on Factors Affecting Teachers’ Organizational Loyalty. Social Science Development Journal.
6. Bett, N. K., Allida, V. B., & Mendoza-Role, E. (2020). Factors Influencing Professional Commitment of Public Secondary School Teachers in Trans-Nzoia West Sub-County, Kenya. G-Card; East African Journal of Education and Social Sciences, Vol. 1(No. 2), 65–73. https://doi.org/10.46606/eajess2020v01i02.0022
7. Bratchuk, H., & Smith, P. (2023). Overcoming of communication barriers in the classroom. EIKI Journal of Effective Teaching Methods, 1(1). https://doi.org/10.59652/jetm.v1i1.6
8. Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education ((8th ed.)). Routledge.
9. Dahal, G. (2023). Collaborative Mentoring for In-service Teachers’ Well-being in the Nepalese Context. Journal of NELTA Gandaki, 6(1–2), 89–97. https://doi.org/10.3126/jong.v6i1-2.59715
10. Devanadera, C., & Ching, D. (2023). School Head’s Managerial Roles as Correlates of Organizational Performance. International Journal of Educational Management and Development Studies, 4(3), 110–133. https://doi.org/10.53378/353015
11. Ekowati, D., Abbas, A., Anwar, A., Suhariadi, F., & Fahlevi, M. (2023). Engagement and flexibility: An empirical discussion about consultative leadership intent for productivity from Pakistan. Cogent Business & Management, 10(1), 2196041. https://doi.org/10.1080/23311975.2023.2196041
12. Firdaus, R. A., Akuba, S. F., & Purnamasari, D. (2019). The Influence of Motivation, Leadership and Perceived Workload as Intervening on Teacher Commitment. Journal of Educational Science and Technology, 5(3), 268–276. https://doi.org/10.26858/est.v5i3.10847
13. Garcia, C. L. M. (2023). Leadership Style of School Heads in Relation to Teachers Classroom Practices in Selected Secondary Schools in PASIG. International Journal for Research in Applied Science and Engineering Technology, 11(3), 684–695. https://doi.org/10.22214/ijraset.2023.49485
14. Ghimire, S. K. (2022). The Existing Level of Teachers’ Commitment Performing in Community Schools in Lalitpur District. Education Journal, 11(6), 337–348. https://doi.org/10.11648/j.edu.20221106.15
15. Gilbert, F. (2022). The Reciprocal Rebellion: Promoting Discussion in Authoritarian Schools. Changing English, 29(3), 232–250. https://doi.org/10.1080/1358684X.2022.2069547
16. Ibrahim, A., & Aljneibi, F. (2022). The influence of personal and work-related factors on teachers’ commitment during educational change: A study on UAE public schools. Science Direct, 8(11). https://doi.org/10.1016/j.heliyon.2022.e11333
17. Juma, J. J. (2023). Instructional Leadership as a Controlling Function in Secondary Schools in Rangwe Sub County, Kenya: Influence on Students’ Learning Outcomes. Educational Management Administration & Leadership, v51(n4), p791-808. https://sagepub.com
18. Kashamba, A., Ngirwa, C. C., & Maulid, M. (2023). The Influence of School Heads on Teachers’ Commitment in Public Secondary Schools in Kagera Region, Tanzania. Asian Research Journal of Arts & Social Sciences, 21(3), 107–118. https://doi.org/10.9734/arjass/2023/v21i3476
19. Keiler, L. S., Diotti, R., & Hudon, K. (2023). Supporting Teachers as They Support Each Other: Lessons Concerning Mentor Teacher Feedback to Teacher Mentees. Professional Development in Education, v49(n2), p225-242. http://www.tandf.co.uk/journals
20. Kenneth, S. M., George, A. N., & Abenga, E. (2020). Transformational leadership style influences teachers’ job commitment. International Journal of Education and Research, Vol. 8(7).
21. Kimani, J. (2021). Influence of Teachers’ Communication Strategies on Students’ Discipline. European Journal of Conflict Management, 2(1), 42–58. https://doi.org/10.47672/ejcm.788
22. Kinanti, R. A., & Hernawan, A. H. (2023). Teacher Strategies for Creating Interesting and Dynamic Learning. Scaffolding: Jurnal Pendidikan Islam Dan Multikulturalisme, 4(3), 679–689. https://doi.org/10.37680/scaffolding.v4i3.4141
23. Lawrent, G. (2019). Teachers’ Multiple Roles and Perceived Loss of Professionalism in Tanzanian Secondary Schools. Waikato Journal of Education, v24(n1), p11-19. https://wje.org.nz/index.php/WJE
24. Li, R. (2023). How Can Group Work Be More Effective in Classroom? Lecture Notes in Education Psychology and Public Media, 6(1), 255–261. https://doi.org/10.54254/2753-7048/6/20220302
25. Magboo, J. A., Velasco, C. Q., & Lucilyn, F. L. (2023). School Heads’ Instructional Leadership Behavior and Teachers’ Work Engagement in Public Elementary Schools. International Journal of Social Science Humanity & Management Research, 2(06). https://doi.org/10.58806/ijsshmr.2023.v2i6no19
26. MoEST. (2015). Secondary Schools Management Toolkit. United Republic of Tanzania.
27. Moslehpour, M., Altantsetseg, P., Mou, W., & Wong, W. K. (2019). Organizational climate and work style: The missing links for sustainability of leadership and satisfied employees. Sustainability, 11(1), 25–148. https://doi.org/10.3390/su11010125
28. Mwesiga, A., & Malusu, J. (2020). Effectiveness of School Headship and Teachers’ Commitment in Kagera Region, Tanzania. International Journal of Contemporary Applied Researches, 7(5). www.ijcar.net
29. Nyangarika, A., & Ngasa, Z. J. (2020). Effect of Leadership Styles on Classroom Instruction for Secondary Schools in Tanzania. International Journal Of Advance Research And Innovative Ideas In Education, 6(3), 211–222.
30. Oberholzer, L., & Boyle, D. (2023). Mentoring and Coaching in Education: A Guide to Coaching and Mentoring Teachers at Every Stage of their Careers (1st ed.). Bloomsbury Publishing Plc. https://doi.org/10.5040/9781350264267
31. Okendo, E. O., Atoni, R., & Kitula, P. R. (2020). Fundamentals of Educational Research. Rinny, Educational & Technical Publishing Services.
32. O’Malley, C. B., Levy, A., & Griffin, D. P. (2022). The Hormone Project: Application of Art to Engage Critical Thinking for Undergraduate Medical Education. HAPS Educator, v26(n3), p43-51.
33. Pacaol, N. (2021). Teacher’s Workload Intensification: A Qualitative Case Study of Its Implications on Teaching Quality.
34. Panezai, Z., & Shah, M. (2021). Relationship between principals’ leadership styles and teachers’ professional commitment in public schools of Ziarat, Balochistan. Pakistan Journal of Social Research, Vol. 3(No. 4), 26–36. https://www.researchgate.net/deref/http%3A%2F%2Fwww.pjsr.com.pk%2F?_tp=eyJjb250ZXh0Ijp7ImZpcnN0UGFnZSI6InB1YmxpY2F0aW9uIiwicGFnZSI6InB1YmxpY2F0aW9uIn19
35. Raza, S. A., & Sikandar, A. (2018). Impact of Leadership Style of Teacher on the Performance of Students: An Application of Hersey and Blanchard Situational Model. Bulletin of Education and Research, v40(n 3), p73-94. http://pu.edu.pk/home/journal/32
36. REO, & MSEO. (2018). Schools’ visit report and assessment claimed that teachers were lacking commitment to their job. Kilimanjaro Region, Tanzania.
37. Safitri, M. L. O., Hermawan, R., & Sari, Y. A. (2023). Reward or Punishment, Which is Better to Use in Elementary Schools? Bulletin of Science Education, 3(1), 9. https://doi.org/10.51278/bse.v3i1.539
38. Serjoie, A. (2019). Examining the Relationship between Participation in Youth Leadership Development and Leadership Styles of Undergraduate College Student Leaders. Colorado State University, ED607879. http://www.proquest.com/en-US/products/dissertations/individuals.shtml
39. Sukarmin, S., Ishak. (2022). The Influence of Principal Instructional Leadership Behaviour on the Organisational Commitment of Junior High School Teachers in Surakarta. Malaysian Journal of Learning and Instruction, v19(n2), p69-95. https://e-journal.uum.edu.my/index.php/mjli
40. Tajeddin, Z., & Bolouri, M. (2023). Decision Making in English Language Teaching: Unpacking Novice Teachers’ Pedagogical Reasoning. Language Teaching Research Quarterly, v33, p115-131. www.eurokd.com/journal/jd/1
41. Timm, N. H. (Ed.). (2004). Applied Multivariate Analysis. Springer New York. https://doi.org/10.1007/b98963
42. TSC. (2018). The teachers’ service commission. Tanzania. https://tscmis.tsc.go.tz/
43. Twaweza. (2019). Teacher Incentives in Public Schools. Tanzania. twaweza.org
44. Ziduli, M., Buka, A. M., Molepo, M., & Jadezweni, M. M. (2018). Leadership Styles of Secondary School Principals:South African Cases. Int J Edu Sci, 22(1–3), 1–10. https://doi.org/10.31901/24566322.2019/23.1-3.911