Abstract: The study aimed to explore heads of schools strategic planning for Corporate Social responsibilities (CSR) in promoting wellbeing of public secondary schools along mining areas in Kahama district, Tanzania. The study was guided by the legitimacy theory. The study employed a convergent parallel research design under mixed method research approach. The population of study was 609 participants and a sample size of 73 respondents drawn using simple random sampling, purposive sampling and stratified sampling methods accordingly. Data were collected through semi structured questionnaires, interview guide, documentary analysis. Data analysis was done thematically and descriptive statistics using SPSS version 28. Validity of the research tools were assured through expert review and the reliability was ascertained suing Cronbach’s Alpha method which gave a coefficient of 0.877. Ethical considerations were ensured through provision of informed consent form to respondents, maintained anonymity and avoided harm , avoided plagiarism through acknowledging sources , conducted plagiarism check and avoided data falsification. The findings revealed that heads of schools allocate resources for CSR. Thestudy concludes that heads of schools conduct strategic planning for CSR resulting into wellbeing of the schools. Collaborationwith teachers, school board members under the guidance from district secondary education officer office which has led to the wellbeing of the public secondary schools around mining areas in Kahama Municipality. The study recommended that the community around mining areas should make sure they cooperate with the mining companies in ensuring quality education to their schoolchildren’s.

Abstract: The study assessed the competence of heads of schools in leadership and vision implementation towards teachers’ effective teaching in public secondary schools in Meru district council. The study employed a mixed research approach alongside explanatory sequential design. Sample size of the study involved 130 including 120 teachers, 5 heads of schools and 5 heads of departments that were drawn from 435 targeted populations. Data collection tools were questionnaires and interviews. The data analysis methods involved descriptive statics and thematic methods of data analysis. The study found that heads of schools are competent in leadership and vision implementation to foster teachers’ effective teaching in secondary schools. Through leadership and vision implementation, heads of schools encourage teachers to engage more fully in teaching practices, help teachers to understand learning opportunities, invest in continuous learning opportunities, encourage teachers to share best practices, resources and strategies to improve instructional methods. These strengthen teachers’ knowledge and skills towards effective teaching in secondary schools. The study concluded that heads of schools’ competence is very crucial in enhancing effective leadership and vision implementation towards effective teaching in public secondary schools. The study recommended that there should be professional development opportunities for heads of schools that will them to get new leadership knowledge and skills and enhancing effective supervision of teaching activities in public secondary schools.

Abstract: This study assessed the aptitude of heads of schools in fostering professional development opportunities and support towards teachers’ effective teaching in public secondary schools. The study employed a mixed research approach with explanatory sequential design. Sample size of the study involved 130 including 120 teachers, 5 heads of schools and 5 heads of departments that were drawn from 435 targeted populations. Data collection tools were questionnaires and interviews. The data analysis methods involved descriptive statistics and thematic methods of data analysis. The study found that, the aptitude of heads of schools in promoting teachers’ professional development in enhancing effective teaching activities is comprehensive and critical. By strategically implementing indoor training, securing financial support, fostering reflective practice, organizing seminars and workshops, facilitating collaborative learning, and providing frequent, constructive evaluations and instructional supervision, school leaders significantly enhance teachers’ skills and knowledge. The study recommended that the government, community members, parents and teachers should provide mutual support e.g. financial to heads of schools to foster teachers’ professional development and overall quality of education.

Abstract: This study assessed managerial challenges facing heads of schools on the provision of quality secondary education in public schools in Bukoba district of Tanzania. The study was guided by three objectives: to explore the managerial challenges heads of schools face on provision of quality secondary education, effects of the managerial challenges facing head of schools on provision of quality education and to determine possible measures to curb managerial challenges facing. The study used mixed research approach and convergent parallel research design. The study involved 1 DSEO, 10 heads of schools and 84 teachers. Data were collected using interview questionnaires and observation. The data were analysed by SPSS version 23, also data from interview and observation were analysed through thematic analysis. The findings revealed that heads of schools have the challenge of over whelming by managerial responsibilities, inadequate instructional learning materials, teacher/student ratio exceeds forty students and shortage of laboratories. Moreover, the study disclosed that, teachers have low morale to work. The study recommends that the Ministry of Education, Science and Technology should establish capacity building training and seminars to heads of schools, education policy makers should minimize managerial responsibilities to heads of schools and lastly heads of schools should delegate some responsibilities to their colleagues.