Leadership Strategies for Enhancing Teacher Commitment in Public Secondary Schools in Tanzania: An Ethical and Moral Inquiry

Abstract

This study explores the leadership strategies employed by heads of secondary schools to enhance teacher commitment in public secondary schools in Tanzania, with particular attention to the ethical and moral dimensions of teaching. In Masasi District, Mtwara Region, the study adopted a qualitative approach using a descriptive case study design. Twenty-four participants were purposively selected, including fourteen teachers, five heads of schools, and five ward education officers. The research was theoretically grounded in McGregor’s Theory X and Theory Y. Data were collected through semi-structured interviews and focus group discussions and analyzed using thematic analysis. The findings revealed that rewarding teachers, creating a conducive working environment, providing professional support, delegating authority, and involving teachers in decision-making were key strategies to enhance commitment. However, heads of schools encountered challenges such as inadequate financial resources, political interference, limited management skills, and poor communication among staff. The study concludes that strengthening teacher commitment significantly improves learning outcomes, promotes the profession, and enhances overall teaching performance. It recommends that the government provide heads of schools with targeted management training and ensure timely and adequate financial support to facilitate the achievement of educational objectives.