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.

Abstract: The study was premised on the argument that leaders and their leadership styles have a significant contribution to enhancing attainment of the schools’ goals and objectives. The study sought to achieve one objective intended to explore the worthiness of the leadership style used by heads of schools in Kigamboni Municipality, Tanzania. Sampling was purposive to four (4) head of schools, twenty-eight (28) teachers, four (4) academic masters and one (1) Municipal educational officer thus forming a sample of thirty-seven (37) participants from four secondary schools in Kigamboni Municipality. Data collection methods were interviews and focus group discussions. These enabled the researcher to gather multiple sources of information on the worthiness of leadership style used by heads of schools in Kigamboni Municipality, Tanzania. Thematic analysis based on six steps used to analyse the obtained data. Findings were presented using percentages and quotations obtained from the participants. The analysis of data revealed that heads of schools used more democratic and autocratic leadership style. There are some evidence to support that some heads of schools used laissez faire leadership style which negatively or positively affected teachers’ job performance and attainment of the pre-determined goals and objectives. The study recommends heads of schools to employ a mix of leadership styles in their leadership practices. The use of mixed leadership styles has the potential to enable different styles to complement each other thus enabling teachers to be productive within the schools.