Influence of Leadership Styles on  Implementation of Education Policy of 2014 in Public Secondary Schools: A Case of Ukerewe District, Tanzania

Evelina Petro Fredrick; Demetria Gerold Mkulu; Georgina Mugisha

doi:10.61227/jtlc.v1i2.228

Authors

Evelina Petro Fredrick St. Augustine University of Tanzania
Demetria Gerold Mkulu St. Augustine University of Tanzania
Georgina Mugisha St. Augustine University of Tanzania

DOI:

https://doi.org/10.61227/jtlc.v1i2.228

Keywords:

Leadership Styles, Education Policy, Democratic Leadership, Transformational Leadership, Autocratic Leadership

Abstract

This study investigates the influence of leadership styles on the implementation of the 2014 Education and Training Policy in public secondary schools in Ukerewe District, Tanzania. The research emphasizes that the existence of a policy alone does not ensure its successful implementation, highlighting school leadership as a critical determinant in achieving effective outcomes. Utilizing a convergent parallel mixed-methods design, data were collected from 162 respondents, including school heads, teachers, students, and Ward Education Officers through questionnaires, interviews, and observations. Findings reveal that democratic leadership is the predominant style (77.5%), fostering teacher involvement, transparent communication, and a sense of ownership, which facilitates policy adoption. However, the persistence of autocratic leadership (17.5%) in some schools leads to teacher disengagement and superficial compliance. A critical finding is the notably low application of transformational leadership (5.0%), representing a missed opportunity for inspiring the deep, sustainable commitment required for meaningful educational change. The study concludes that while democratic practices provide a necessary foundation, leadership inconsistencies and a deficit in transformational approaches constrain the policy's full potential. It recommended that educational authorities implement targeted capacity-building programs to develop transformational leadership competencies among school heads while strengthening mechanisms to encourage more consistently participatory and inclusive practices across all schools.

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