Ngonyani, Georges Mchayano
(2017)
Female Heads of Secondary Schools in Fostering Instructional Leadership in Kibaha District.
Masters thesis, The Open University of Tanzania.
Abstract
This study employed qualitative and quantitative research approaches to examine the effectiveness of female heads of secondary schools in Kibaha District. The study determined common leadership practices employed by female heads of secondary schools, assessed the perceptions of teachers and students on the effectiveness of female leadership and identified challenges that female heads of schools face when executing instructional leadership roles in secondary schools. The sample size for the study included 60 male and female secondary school teachers served more than three years. Also, it included 24 students who were organized into four Focus Group Discussions. Lastly, four female heads of public secondary schools, two school inspectors and one District Secondary Education Officer participated as key informants. Data were collected through questionnaire, key informant interviews, Focus Group Discussions and Documentary review. Regarding the common leadership practices employed by female heads of schools, the study found that women communicated politely and positively, preferred working in teams and were role models to teachers and students. Also, they were democratic, and good in monitoring planned strategies and motivating teachers and students to engage heartily in instructional activities. On the perceptions of teachers and students, 90% held positive view and appreciated the ability of female heads of schools in fostering instructional leadership. However, their major challenge was social - cultural values which regard women incapable for leadership. Hence, the study called for the society to deal with cultural values barring women from utilizing their leadership talents to improve instructional performance in secondary schools.
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