Educational Leadership Challenges: A Study of Educational Quality Improvements of Selected Public Secondary Schools in Morogoro Municipality

Abstract

This study aimed to examine the challenges school leaders face in improving educational quality in selected public secondary schools in Morogoro Municipality. This study was guided by Transformational Leadership Theory, which was originally described by James MacGregor Burns in 1978. Utilizing a convergent parallel research design, this study used both the qualitative and quantitative methods of data collection. The study employed a sample of 90 respondents, comprising 6 school heads, 12 school management board members, and 72 teachers. The sampling techniques employed included simple random sampling and purposive sampling techniques. Reliability of the questionnaire was established at 0.83 Cronbach's Alpha. Descriptive quantitative data were presented and described using frequencies and percentages. Moreover, qualitative data were analyzed thematically and described using narration and quotes. The findings had a range of relevant challenges like inadequate leadership training, financial constraint, and inadequate stakeholder support that directly inhibit effective educational quality improvement. The study concluded that unless these underlying structural issues are rectified, school leaders will continue to fail in their efforts to improve educational results. Targeted development of leadership is proposed to be introduced, along with increased finance, transparent budgeting, enhanced stakeholder engagement, and peer mentoring, to support the school leaders and enable sustainable improvement in education quality.