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 :
- 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
- 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
- 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
- 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).
- Atalay, M., & Ayik, A. (2023). Executive Opinions on Factors Affecting Teachers’ Organizational Loyalty. Social Science Development Journal.
- 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
- 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
- Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education ((8th ed.)). Routledge.
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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).
- 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
- 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
- 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
- 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
- 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
- MoEST. (2015). Secondary Schools Management Toolkit. United Republic of Tanzania.
- 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
- 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
- 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.
- 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
- Okendo, E. O., Atoni, R., & Kitula, P. R. (2020). Fundamentals of Educational Research. Rinny, Educational & Technical Publishing Services.
- 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.
- Pacaol, N. (2021). Teacher’s Workload Intensification: A Qualitative Case Study of Its Implications on Teaching Quality.
- 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
- 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
- REO, & MSEO. (2018). Schools’ visit report and assessment claimed that teachers were lacking commitment to their job. Kilimanjaro Region, Tanzania.
- 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
- 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
- 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
- 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
- Timm, N. H. (Ed.). (2004). Applied Multivariate Analysis. Springer New York. https://doi.org/10.1007/b98963
- TSC. (2018). The teachers’ service commission. Tanzania. https://tscmis.tsc.go.tz/
- Twaweza. (2019). Teacher Incentives in Public Schools. Tanzania. twaweza.org
- 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
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.