Managerial Training Needs of School Heads for Enhancing Management Practices in Public Secondary Schools in Monduli District Council, Tanzania
LoveGod Gilibard Swai
Deputy District Chief School Quality Assurance Officer, Monduli District.
Patrick Olemong’i`& Kennedy Omondi Otieno
St. Augustine University of Tanzania (SAUT), Arusha.
patrickngalaole@gmail.com & omondiken2016@gmail.com
Abstract: This study explored managerial training needs of school heads for enhancing management practices in public secondary schools in Monduli District Council. Specifically, the study investigated gaps between existing managerial trainingprogrammes and practical management expectations and proposed suitable programmes for strengthening school management. The study was grounded in Transformational Leadership Theory, which views training as an investment that strengthens professional competence and organizational performance. A qualitative approach guided by a phenomenological research design was employed. The target population comprised 16 heads of public secondary schools, 432 teachers, 20 Ward Education Officers and one District Secondary Education Officer. The sample included 129 participants selected through census, criterion purposive and convenience sampling techniques. Data were collected through in-depth interviews and focus group discussions. Trustworthiness was ensured through credibility, dependability, transferability and confirmability procedures. The collected data were analyzed thematically using ATLAS.ti software. Findings revealed that the existing training programmes were considered irregular, overly theoretical and poorly aligned with practical school management responsibilities. The programmesalso provided limited attention to emerging leadership challenges, follow-up support and opportunities for practical application. Participants proposed regular workshops, mentorship, peer learning, coaching and school-based training supported by district education authorities. They further emphasized practical demonstrations, case studies and continuous professional development focused on real school management problems. The study concluded that inadequate managerial preparation weakens school heads’ ability to manage staff, finances, discipline and school operations effectively. It recommended regular, practical and context-sensitive managerial training supported by sustained mentorship and institutional follow-up.
