The Impact of Servant Leadership Behaviours on Secondary School Students' Academic Achievement in Tanzania

Abstract

This study examined the impact of servant leadership on students' academic achievement in public secondary schools in the Mpanda Municipal Council, Tanzania. The study assessed the prevalence of servant leadership behaviours and their relationship with teacher empowerment and student performance. Using a quantitative approach and a cross-sectional survey design, data were collected from 187 participants and analysed through descriptive statistics and linear regression using IBM-SPSS. The null hypothesis that servant leadership behaviours are rarely practised in public secondary schools was rejected, confirming the presence of such leadership practices. The study concludes that servant leadership is evident, as school heads consistently prioritise their subordinates when addressing school-related matters. The study recommends that school heads proactively address their subordinates' needs to cultivate a culture of self-giving among teachers, which, in turn, can contribute to improved student achievement.