Exploring the Impact of the Full Range Leadership Model on Student Academic performance in Secondary Schools: A Case Study of Kibaha and Bagamoyo Districts.

Simiyu, Christine Anne Khisa (2024) Exploring the Impact of the Full Range Leadership Model on Student Academic performance in Secondary Schools: A Case Study of Kibaha and Bagamoyo Districts. Masters thesis, The Open University of Tanzania.

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Abstract

This study examined the impact of leadership styles on academic performance in government secondary schools in Tanzania's Kibaha and Bagamoyo Districts. Data from 177 participants, including teachers and heads of schools, were analyzed using quantitative research methods to explore correlations between leadership styles, particularly those under the Full Range Leadership Model (FRLM), and academic performance. Statistical techniques, including ANOVA, t-tests, and descriptive analyses, were employed to assess these relationships. The findings indicate significant associations between the leadership styles embodied in the FRLM and academic outcomes. Specifically, transformational leadership exhibited the strongest positive correlation with academic performance, followed by transactional leadership, while laissez-faire leadership showed a negative impact. Moreover, gender was found to have no significant influence on leadership style selection among heads of schools. The study underscores the importance of adopting a holistic leadership approach that integrates various styles to address situational demands effectively. It recommends targeted training programs for heads of schools to enhance leadership effectiveness, particularly in transformational and transactional competencies. Additionally, institutional measures such as mandated professional development hours for heads of schools are proposed to foster continuous improvement in leadership practices. The study concludes by highlighting the need for future research to explore additional factors, such as resource availability and student backgrounds, in conjunction with leadership styles to further enhance educational practices in Tanzanian secondary schools. Key words: Full Range Leadership Model, Transformational Leadership, Transactional Leadership, Laissez Faire Leadership, Academic performance, Kibaha, Bagamoyo, Tanzania

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