Leadership Styles and Students’ Academic Achievement: Examining the Impact of Democratic Leadership in Public Secondary Schools in Tabora Municipality, Tanzania

Abadan Haruna – Department of Public Administration, Leadership and Management, Tanzania Public Service College (TPSC) – Tabora Campus

Aloyce Luhamya – Department of Education, Institute of Accountancy, Arusha

Email: harunaabadan@gmail.com

Abstract: This study examined the influence of democratic leadership style on students’ academic performance in public secondary schools in Tabora Municipality, Tanzania. Guided by Participative Leadership Theory and grounded in pragmatism, the study employed a mixed-methods approach, utilizing a convergent parallel research design. The study involved 218 respondents, comprising teachers, heads of schools, and students obtained using random and purposeful sampling techniques. Quantitative data were collected using structured questionnaires administered to teachers, while qualitative data were obtained through interviews with heads of schools and Focus Group Discussions (FGDs) with students. Data were analyzed using descriptive and inferential statistics, and thematic analysis for quantitative and qualitative respectively. The results indicated a strong positive relationship between democratic leadership style and students’ academic performance (r = 0.73, p < 0.05). The findings suggest that school leaders should adopt motivational and inclusive practices, maintain supportive and well-resourced environments, and engage stakeholders to optimize students’ academic performance.