Abstract: This study explored teachers’ perceptions of factors influencing the effectiveness of school leadership in enhancing student academic performance in public secondary schools in Tunduma Town Council, Tanzania. Employing a mixed-methods approach guided by transformational and distributed leadership theories, data were collected from 99 teachers using surveys and supplemented by interviews with school heads. Findings revealed strong teacher consensus that the head of school’s critical role (M=4.21), supportive and motivational leadership (M=4.16), and policy implementation (M=4.10) significantly shape leadership effectiveness. Regression analysis indicated these factors explained 67% of the variance in perceived effectiveness (R²=0.67), with the head’s critical role (β=0.34, p=0.001) and strong leadership enhancing teaching (β=0.29, p=0.006) as the strongest predictors. Resource constraints and limited community involvement were noted as challenges. The study recommends targeted leadership training focusing on motivational and instructional support to enhance student outcomes in resource-limited settings.
Keywords: School leadership, teachers’ perceptions, academic performance, transformational leadership, Tanzania.
Title: Teachers’ Perceptions of School Leadership Factors Influencing Student Academic Performance in Public Secondary Schools in Tunduma Town Council, Tanzania
Author: Julius L. Boniface, Dr. Brown Gwambene, Flora Kasumba
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
Vol. 13, Issue 3, July 2025 - September 2025
Page No: 505-510
Research Publish Journals
Website: www.researchpublish.com
Published Date: 29-September-2025
