The Leadership Style and Teacher Professionalism in Primary Schools in Temeke District, Dar es Salaam

Shaban Sagin; Daniel Onyango; Prospery Mwansa Mwila

doi:10.61227/jtlc.v1i2.236

The Leadership Style and Teacher Professionalism in Primary Schools in Temeke District, Dar es Salaam

Authors

Shaban Sagin St. Augustine University of Tanzania
Daniel Onyango St. Augustine University of Tanzania
Prospery Mwansa Mwila St. Augustine University of Tanzania

DOI:

https://doi.org/10.61227/jtlc.v1i2.236

Keywords:

Leadership styles, Teachers’ professionalism, Democratic leadership, Autocratic leadership, Transformational leadership

Abstract

This study aimed to identify the leadership styles used by heads of public primary schools and their effects on teacher professionalism in Temeke District, Tanzania. Guided by the Behavioral Theory of Leadership (Lewin, Lippitt & White, 1939), the research explored how autocratic, democratic, laissez-faire, and transformational leadership styles influence teacher behavior, motivation, and professional commitment. A qualitative research design, specifically a multiple case study, was adopted to allow for in-depth exploration of leadership practices across five selected schools. Data were collected through semi-structured interviews, non-participant observation, and document review, and analyzed using content analysis techniques. The findings revealed that democratic leadership is the most prevalent, fostering collaboration, trust, and shared responsibility among teachers. However, autocratic leadership remains common in disciplinary and financial matters, often leading to reduced teacher morale and participation. A growing but inconsistent use of transformational leadership was also observed, showing potential for enhancing teacher motivation and professional growth. The study concludes that while head teachers exhibit adaptive leadership behaviors, inconsistencies in application undermine teacher confidence and professional development. It recommends that educational authorities strengthen leadership training programs focusing on democratic and transformational practices to ensure consistent, inclusive, and motivational leadership that supports teacher professionalism and school improvement.

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Published

2025-12-17

How to Cite

Sagin, S., Onyango, D., & Mwila, P. M. (2025). The Leadership Style and Teacher Professionalism in Primary Schools in Temeke District, Dar es Salaam. Journal of Teaching, Learning & Curriculum, 1(2), 308–326. https://doi.org/10.61227/jtlc.v1i2.236