Abstract:
This study was conducted in Morogoro region where ten (10) secondary schools at Morogoro municipality were selected and involved in the study to evaluate the state of teachers’ performance as the result of Transformational Leadership style in public secondary schools. Specifically, the study targeted to (i) assess preparation of teaching and learning tools. (ii) assess preparation of assessment tools. (iii) indicate performance through collaboration with school community. (iv) examine performance in professional development. The study employed a mixed-methods approach with the guiding of pragmatism research philosophy. A concurrent mixed method design was used to provide a comprehensive understanding of a research problem. The population of the study expected to be 617 respondents (572 teachers, 33 head of schools and 10 SQAs who were taken from the selected secondary schools and municipal education offices). The sample size in this study was 114 respondents which comprised 10 head of schools and 4 SQAs who were purposively selected as well as 100 teachers who were selected through stratified sampling.
Data were collected though questionnaires and interview method, data were analyzed through content analysis and descriptive analysis techniques. Findings indicates that, a commendable level of commitment and diligence among educators, demonstrating a structured approach to their instructional practices. Specifically, 31 (31%) respondents expressed strong agreement that their teachers effectively prepare schemes of work, while 55 (55%) agreed, 6(6%) neutral while 8(8%) disagreed to the statement. The study concludes that, the leaders' ability to provide personalized feedback and recognize individual strengths. However, the study also reveals areas for improvement, particularly concerning the tailored support provided to educators, where a notable percentage expressed neutrality or disagreement. The study recommends that Government and Ministry of Education, Science and Technology to prioritize the establishment of comprehensive leadership development programs.
