Relationship between Transformational Leadership and Teacher’s Invitations with Parental Involvement Practices in Tanzanian Primary Schools.

Noah, Grolia Amoni (2025) Relationship between Transformational Leadership and Teacher’s Invitations with Parental Involvement Practices in Tanzanian Primary Schools. Masters thesis, The Open University of Tanzania.

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Abstract

This study explored the role of transformational leadership in enhancing parental involvement through teachers' invitations in Mbeya city council primary schools in Tanzanian. The objectives included assessing the level of transformational leadership among school administrators, evaluating parental responses to teachers' invitations, and analyzing how transformational leadership influences the nature and frequency of these invitations. A quantitative approach was adopted, using a cross-sectional descriptive research design. The study involved 240 randomly selected participants, with data analyzed through correlational and multilevel regression analyses. Findings highlighted that parental collaboration is a key factor in transformational leadership among school administrators (Pillai’s Trace = .733, F = 148.902, p < .001, η² = .733). Increased collaboration and involvement significantly contribute to shared decision making between parents and school administrators. Additionally, the strongest correlation was found between Parental Collaboration and Parental Admin Commitment (r = 0.881), indicating that greater collaboration enhances parental commitment to school administration. Based on these findings, the study recommends schools prioritize parental involvement through awareness campaigns, workshops, and informational sessions to foster stronger collaboration between parents and school administrators. Keywords: Transformation leadership, parental involvement, teacher’s invitation, collaboration, participation.

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