The Effects of Learning -Centred Leadership on Pupils’ Academic Performance in Private Primary Schools in Temeke District, Dar es Salaam.

Sitawa, Matanda Mable (2022) The Effects of Learning -Centred Leadership on Pupils’ Academic Performance in Private Primary Schools in Temeke District, Dar es Salaam. Masters thesis, The Open University of Tanzania.

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Abstract

The study explored the effects of learning- centred leadership on pupils’ academic performance. Specifically, the study determined the relationship between head teachers’ instructional, transformational, parents’ interaction, and school tradition leadership behaviours and pupils’ academic performance. The cross-sectional survey designed study used random sampling to obtain a sample of 51 out of a population of 64 private primary schools. Data were collected through questionnaires and documentary review. Descriptive and inferential statistics were used for data analysis. Findings revealed that there was non-significant association between head teachers’instructional, transformational, parents’ and school tradition leadership behaviours and pupil’ academic performance (p>0.005) in the years 2016 to 2020. It was therefore, concluded that no single head teachers’leadership style can directly and singly influence academic performance of pupils’. Thefinding is aligned with earlier empirical studies confirmations that more forms of integrated and combined myriad range leadership practices and other factors, yield greater significant difference on pupils’ academic performance. The study recommended that government and other educational stakeholders should improve the existing policies that guide inclusion of Learning- Centred Leadership so as to influence pupils’ academic performance. Lastly, a similar study can be conducted using other research designs in different contexts to validate the results found in this study. Keywords: Learning-centred leadership; instructional leadership, transformational leadership, academic performance

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