The Impact of School Leadership Transitions on Teachers’ Morale in Government Secondary Schools in Tanzania: A Case of Ruangwa District Council.

Venant, Andrea (2025) The Impact of School Leadership Transitions on Teachers’ Morale in Government Secondary Schools in Tanzania: A Case of Ruangwa District Council. Masters thesis, The Open University of Tanzania.

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Abstract

This study explores the impact of school leadership transitions on teachers' morale in government secondary schools in Ruangwa District Council, Tanzania. The research was guided by three specific objectives that were to assess the level of teachers’ morale during leadership transitions, to examine teachers’ perceptions of administrative support during these transitions, and to investigate the immediate effects of leadership changes on teacher morale. A convergent parallel design was employed. Data were collected through questionnaires and interviews. The sample included 76 teachers and 10 heads of schools, selected purposively to ensure diverse perspectives on leadership transitions. Quantitative data were analyzed using SPSS software and Microsoft Excel, while qualitative data were analyzed through thematic content analysis. The findings revealed that teachers’ morale during leadership transitions was mixed, with both positive and negative experiences reported. On the positive side, effective communication and administrative support from outgoing and incoming leaders helped ease the transition and sustain teacher motivation. Conversely, the absence of clear guidance and inconsistent administrative support led to stress, uncertainty, and reduced morale among teachers. The study further established that leadership transitions had immediate negative effects on teacher morale, particularly in situations of poor communication or lack of teacher involvement. The study concludes that strong administrative support, clear communication, and active teacher involvement in decision-making are essential for minimizing the negative effects of leadership transitions and sustaining teacher morale. It recommends the adoption of effective communication strategies, the development of clear handover procedures, and the provision of both professional and emotional support to teachers during periods of leadership change.

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