The implementation of the transformational leadership style in primary schools for enhancing the pupils' academic performance in Tanzania

Abstract

In this study, we investigated the implementation of transformational leadership style (TLS) in primary schools to enhance pupils' academic performance in Tanzania. A mixed-methods approach and convergent parallel research design were employed. Data was gathered through questionnaires and interviews. The study involved 382 participants, comprising 356 primary school teachers, 14 head teachers, and 12 ward education officers (WEOs). The results were analysed using descriptive statistics, including frequencies and percentages. Results reveal that the TLS was integrated into school management practices as head teachers inspired and empowered teachers to work hard to improve pupils' academic performance. The results also indicate that head teachers frequently motivate and foster respect and a collaborative culture. However, the results indicate poor parental and community members' involvement in school development plans. The key argument in this study is that for effective engagement of parents and community members in school development plans, capacity building is needed to orient them on the necessity of supporting the schools. The head teachers, parents, and community members need training for this to be a reality.