Contribution of Collaborative Engagement Strategies to Enhancing Female Teachers Leadership Capacity in Tanzania: Evidence from Public Secondary School in Morogoro Region

Catherine Daftari, Eugenia Wandela and Onesmo Amos Damka
Jordan University College, Morogoro, Tanzania
Email: daftacath@gmail.com

Abstract: This study examined the Contribution of collaborative engagement strategies on female teachers’ leadership capacity in secondary school. The study employed convergent research under a mixed method research approach. The study targeted population of 2950 teachers, 250 female teachers, 250 heads of schools and 9 DEOs. The sample size involved 300 teachers, 30 female teacher mentors, 30 school heads and 3 District Education Officers. Questionnaires were collected from 236 teachers and face to face interview was conducted with 26 female teacher mentors, 25 head of schools and 3 District education officers. Quantitative data were analyzed using descriptive statistics (frequency and percentage) and qualitative data were analyzed using thematic analysis parallel to quantitative findings. The findings revealed that, collaborative engagement fosters leadership experiences effectively among female teachers in schools. Furthermore, the study established that collaborative strategy is not utilized effectively in school settings to enhance leadership capacities among teachers. The study recommends that clear policy guidelines that promote shared decision-making; teamwork and professional development are required for implementing collaborative leadership.