Effectiveness of School Administrators in Promoting Professionalism in Public Secondary Schools in Mkuranga, Coast Region, Tanzania

Abstract

This study examined the effectiveness of school administrators in promoting professionalism among teachers in public secondary schools in Mkuranga District, Tanzania. The study was guided by three specific objectives: to examine the influence of administrative training on promoting professionalism, to assess the role of career development opportunities provided by school administrators in enhancing professionalism, and to evaluate how administrative accountability contributes to integrity, respect, and stewardship among staff. The study employed ‘Transformational Leadership Theory’ emphasizes on leaders’ ability to inspire and influence followers to achieve professional behavior. The study adopted a mixed-methods research approach. It involved both quantitative and qualitative data collection and analysis techniques. Research designed of the study followed a structured approach whereby stratified random sampling and purposive sampling procedures were used to collect data. The study used statistical software (SPSS) for data analysis. The 100 participants were involved in the study. The 93 teachers, four heads of schools, two Ward Education Officers, and one Teachers Service Commission officer. The results revealed that administrative training improves integrity, ethical conduct, and respect within schools, although regular training opportunities were limited. The study concluded that school administrators play a vital role in promoting professionalism through training, career support, and accountability, but their effectiveness is constrained by structural and cultural challenges. The study recommends that the Ministry of Education and Teachers Service Commission strengthen leadership training for school administrators, provide adequate resources, and support career development initiatives in regarding the promotion of teacher professionalism.