Dissertations (Masters)-HRM-SOPAM

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    Persistence of conflicts in secondary schools in Tanzania: A case study of Mvomero District council
    (Mzumbe University, 2015) Matenga, Edwin
    This study aimed to investigate the factors that generate the persistent conflicts between secondary school administration and students in Tanzania using Mvomero district council as a case study. Specific objectives of the study were to: find out sources of conflicts in selected secondary schools; explore the major causes of conflicts; examine the impacts of conflicts between students and management; and examine challenges facing secondary schools in conflict resolution. The study adopted a case study design. The sample used consisted of 125 respondents of which, 48 represented teaching and non-teaching, 60 represented students, 6 represented School board members and 11 different officials including DEOs, WEOs and school inspectors. The sample was attained through purposive and accidental sampling techniques. Data collection was done through questionnaires, interviews, documentary reviews and observation. The analysis was performed using Software Package for Social Science (SPSS) and Microsoft excel computer programme. The study showed that 77.4% of the respondent agreed to have experienced conflicts at their institutions. At least 29.6% and 20.7% of the respondents attributed the persistence of conflicts to bad leadership style and poor communication respectively. Other reasons for conflict persistence include food problems, lack of enough teachers, poor learning environment, students‟ bad behavior and lack of enough funds. Through this study it has been noted that there is a gap between school administration and teachers as some workers remained uninformed of important issues such as sources of revenue and expenditure. This scenario has consequently precipitated alliance between teachers and students against the administration/management. At the end, it is recommended that, there should be mutual cooperation between the three parties in managing students if the efforts to reduce conflicts in secondary schools are to be a success.
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    Influence of leadership style on teachers’ job satisfaction in Tanzania: The case of public secondary schools in Musoma Municipal council
    (Mzumbe University, 2013) Kashagate,Reina
    Leadership is a process influence between leaders and subordinates where a leader attempts to influence the behavior of subordinates to achieve the organizational goals (Koontz et al, 1988). Organizational success in achieving its goals and objectives depends on the leaders of the organization and their leadership styles. By adopting the appropriate leadership styles, leaders can affect employee job satisfaction, commitment and productivity. The purpose of the present study was to investigate the effects of leadership style on teachers’ job satisfaction in public secondary schools in Musoma Municipal Council. The study examines whether transformational and transactional leadership styles stimulate and sustain teachers’ job satisfaction. Questionnaires were administered to 54 public secondary school teachers from different schools. The Multifactor Leadership Questionnaire (MLQ) and the Minnesota Satisfaction Questionnaire (MSQ) were used by teachers to assess their heads of schools in relation to the satisfaction they derive from their jobs. To analyse the data, multiple regression analyses were conducted to examine how well transformational and transactional leadership factors predict teachers’ job satisfaction. Overall the results of the present study yielded some significant findings. The results showed a positive correlation between transformational leadership dimensions on teachers’ job satisfaction. With regard to transactional leadership dimensions, the results showed that transactional leadership affects the outcome variable, but their influence was lower as compared to the influence of transformational leadership factors. The individual transactional leadership factors that had positively influenced the outcome variable were Contingent rewards and active management by exception. The remaining two transactional leadership factors, passive management by exception and laissez-faire had mainly negative effects on the outcome variable. Moreover, the results showed that the influence of transformational and transactional leadership on job satisfaction were slightly affected by taking teachers’ background characteristics into account. The results for instance revealed academic difference with regard to levels of job satisfaction. ix Based on these results, the following implications for further research are formulated. First, more research in the African educational context is needed in order to further confirm Bass’s claim (1985) of the universality of transformational and transactional leadership across different cultures. Second, apart from job satisfaction, other potential mediator variables (e.g organizational climate, trust in leadership) should be used in future research in examining the relationship between transformational and transactional leadership and teachers’ work related variables. The results also have implications for the preparation and the training of school leaders in Tanzania. In order to enhance higher levels of teachers’ work related attitudes and behavior, it is strongly suggested that school heads in Tanzania should practice transformational leadership behaviors and practices. It is also advocated that school heads, both practicing and aspiring school leaders, should receive training in both effective transformational and transactional leadership practices, this can be through seminars, workshops and updates on school administration and leadership in order to sharpen the skills of institutional leaders on the job and equip them with knowledge to influence the retention rate of teachers to benefit the student, the teacher, and the school system. Lastly, the fact that job satisfaction has shown to be an important mediator of leadership and teachers work related attitudes and behavior suggests that the Tanzanian government ought to pay attention to teachers’ job satisfaction, in order to enhance teachers’ commitment to the present educational reform process. The issues related to salary and working conditions seems to be the bones contention and need urgent attention if we are to guarantee the success of the educational reform process in Tanzania
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    Impact of leadership on performance of public secondary schools : The case of Hai district council,
    (Mzumbe University, 2016) Bora,Hamis
    This study aimed to assess the impact of leadership on public secondary schools performance in Hai District Council and determine if the heads of schools’ leadership style(s) affected schools academic in general. More, specifically the study determined the heads of schools’ leadership style(s) using the transformational leadership and transactional models and its effect on academic performance of schools and teachers’ job motivation in terms of achievement, competency, status, personal worth, and self-realisation in public secondary schools. The findings of this study are expected to benefit: school heads and teachers; the general public; and other researchers who would want to carry out research on similar topics. The objectives of this study were to: i) find out the relationship between leadership and school performance as well as teachers’ job performance, job satisfaction and motivation, ii) examine the effects of heads of schools leadership styles in public secondary schools and iii) establish the relationship between the impact of head of schools leadership styles in improving school performance. A descriptive research design was used and a case study approach was adopted. The target population of interest was 28 public secondary schools registered in Hai District Council. A non-probability sampling technique or method was used for this study. The study purposively selected 6 public secondary schools and 10 respondents from each of the schools as being representative of the target population. Data was collected using the questionnaire method. Quantitative data was analysed through the use of descriptive statistics which included frequencies, percentages and means as measures of central tendency, while the qualitative data was analysed through the use of content analysis. The analysed data was presented using tables. Among the key findings of this study was that teachers who lack enthusiasm are unable to teach effectively, making students not to learn well. It also showed that heads of schools’ attitude of not considering teachers’ suggestions in decision making made teachers lose interest in their job. The study recommends that the Ministry of Education and Vocational Training should seek ways to improve school performance through training of both heads of schools and school boards, making right decision and responding to changes and espousing the practice of transformational leadership style.