Effectiveness of Face-to-Face Meetings Heads of School Leadership Strategy on Teachers’ Levels of Commitment in Community-Cased Secondary Schools, in Selected District Councils in Kilimanjaro Region, Tanzania

Abstract

This research determined the influence of face- to-face meetings by Heads of Schools (HoS) leadership strategy on teacher commitment in community-based secondary schools (CBSS) within specific District Councils in the Kilimanjaro Region, Tanzania. Utilizing the Situational Leadership Theory from Paul Hersey and Ken Blanchard, the study followed a correlational design within a quantitative research framework. The study included 840 teachers and 70 heads of schools in its target population. Using basic and stratified random sampling techniques, a sample of 252 teachers and 21 heads of schools were chosen from this population. Questionnaires that had been approved by three MWECAU experts were used to collect data, with reliability scores of 0.824 for the HoS questionnaire and 0.733 for the teachers’ questionnaire, ensuring readiness for data collection. Descriptive and inferential statistics, including multiple regression analysis, were used for quantitative analysis, revealed a significant disparity in perceptions between HoS and teachers regarding teachers’ level of commitment. While HoS perceived a moderate level of commitment from teachers, acknowledging strengths and areas for improvement, teachers rate their commitment higher, especially in innovative teaching and student support. In-person meetings between school heads and teachers were found to be highly effective, demonstrating a clear positive correlation between this method and the level of commitment shown by teachers. The study concluded that addressing disparities in perceptions and fostering mutual understanding was essential for enhancing teachers’ level of commitment, ultimately improving CBSS environments. Recommended weekly consultation sessions, fostering positive work environments, and offering professional development opportunities for school leaders. These actions aimed to create a supportive atmosphere conducive to enhancing teacher commitment and improving student outcomes in CBSS settings.