ADMINISTRATIVE LEADERSHIP CAPACITY IN IMPLEMENTING TEACHERS’ PROFESSIONAL DEVELOPMENT PROGRAMMES IN PUBLIC SECONDARY SCHOOLS IN MOROGORO REGION, TANZANIA

Author

Andrea Raymond Wawino, Prof. Eustard Tibategeza


Abstract

 Teachers’ professional development (TPD) is widely recognised as an important mechanism for improving teachers’ professional knowledge, instructional practices and capacity to respond to changing educational demands. However, the effectiveness of TPD depends partly on the capacity of school administrators to provide instructional leadership, supervision, motivation, coordination and organisational support. This study assessed the adequacy of administrative leadership capacity in implementing TPD programmes in public secondary schools in Morogoro Region, Tanzania. The study employed a convergent parallel mixed-methods design. Quantitative data were collected from 233 teachers using structured questionnaires, while qualitative data were obtained through semi-structured interviews with heads of schools and academic masters/mistresses and documentary review. Quantitative data were analysed using frequencies, percentages, means and standard deviations, while qualitative data were analysed thematically. The findings showed that administrative leadership capacity was generally adequate. Specifically, 79.0% of teachers agreed or strongly agreed that heads of schools provided clear direction for TPD programmes, 75.1% perceived the administrators as having adequate knowledge of TPD programmes, and 76.8% agreed that the administrators demonstrated commitment to continual teacher development. Supervision of TPD was strongly rated (M = 4.03, SD = 0.93), while leadership support for continual professional learning was also positive (M = 3.93, SD = 1.04). However, administrators’ knowledge of TPD received a comparatively lower mean score (M = 3.85, SD = 1.05). Equity in TPD participation (M = 3.82), time allocation (M = 3.78) and technological support (M = 3.77, SD = 1.09) also revealed areas requiring improvement. Qualitative findings indicated that the school heads supported teachers through needs identification, supervision, motivation, ensuring equitable participation and use of available ICT resources; however, financial constraints, inadequate technological infrastructure, huge workload and competing administrative responsibilities limited implementation. The study concludes that school administrators generally possessed adequate leadership capacity to support TPD, but the effectiveness of their leadership was strongly influenced by the institutional conditions in which they operated. The study recommends strengthening school leaders’ professional-development competencies, providing dedicated resources for TPD, protecting professional-learning time, improving ICT infrastructure and promoting participatory and instructional leadership practices.



Keywords

administrative leadership capacity, instructional leadership, teachers’ professional development, school administration



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References


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