Leadership Styles and Teacher Job Performance: Enhancing Productivity in Tanzanian Secondary Schools, Ilala Municipality

Happiness Pallangyo; Prospery M. Mwila

doi:10.61227/gjbe.v1i1.169

Authors

Happiness Pallangyo Temeke Municipality
Prospery M. Mwila Saint Augustine University of Tanzania

DOI:

https://doi.org/10.61227/gjbe.v1i1.169

Keywords:

Leadership Styles, Teacher Performance, Democratic Leadership

Abstract

This study explores the role of leadership styles on teacher job performance in Tanzanian secondary schools, with a focus on Ilala Municipality. Using the Path-Goal Theory as a theoretical framework, it examines the relationship between directive, supportive, participative, and laissez-faire leadership styles and their impact on teacher motivation, job satisfaction, and classroom effectiveness. Employing a mixed-methods approach, data were collected from 97 participants, including teachers, head teachers, and education officers, through surveys, interviews, and document reviews. The findings reveal that democratic leadership, characterized by participative decision-making, fosters higher teacher engagement and productivity compared to autocratic or laissez-faire approaches. However, systemic challenges such as inadequate resources and insufficient training opportunities hinder the full realization of effective leadership practices. Recommendations emphasize the need for professional development for school leaders, improved resource allocation, and fostering collaborative school cultures to enhance teacher performance.

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