This study assesses the influence of the competence of educational leaders on the students’ academic performance in secondary schools. An explanatory cross-sectional survey design with a concurrent mixed approach using quantitative and qualitative data was employed. A total of 202 teachers provided evidence on their heads of the school’s competence in influencing students’ academic performance using questionnaires, in-depth interviews and focus group discussions.
The collected data is analysed using SPSS version 23 for quantitative data, and thematic analysis for qualitative data. A significant relationship between the competence of the educational leader and a students’ academic performance was revealed. The study concludes that the competence attribute significantly influences the students’ academic performance.
Therefore, the study recommends the government to allocate enough funds for the professional development for the aspirant and review the educational policy on the training and development of teachers before and after their appointment into a leadership position.
Table of Contents
1. Introduction
1.1 Main Objectives
1.2 Specific Objectives
2. Methodology
2.1 Qualitative Analysis
2.2 Quantitative data analysis
3. Findings and Discussion
4. Conclusion
5. Tables and Figures
6. Disclosure of Conflict of Interest
7. Acknowledgement
8. References
Research Objectives and Themes
This study aims to assess how the competence attributes of educational leaders (Heads of Schools) influence student academic performance in selected secondary schools within the Mbulu district, seeking to understand the relationship between leadership quality and academic outcomes.
- Influence of work competency on student academic performance.
- Influence of emotional competency on student academic performance.
- Influence of spiritual competency on student academic performance.
- Influence of practical competency on student academic performance.
Excerpt from the Book
1. Introduction
The context of quality of education provided in secondary schools worldwide in the 21st century depends much on the competence of teachers in their schools. The educational stakeholders are enforced with not only quality of school buildings, facilities, school environment and other services provided in the school, but the quality of knowledge and skills obtained by students. And there is no miracle to gain knowledge based competence without professional competence of teachers. Elvira et al (2017) argue that in an increasingly competitive environment to provide better education. Education institutions should focus on improving the students’ academic performance. This performance embodied in student grade which then support the graduated student who search for jobs. Besides improving the mental attitude, educational institutions should also improve cognitive abilities. One of the important factors which can contribute in improving cognitive abilities is teacher professional competencies. Teacher should have a wide and deep knowledge regarding the course or subject they teach. They also possess practical experiences so that their lesson becomes more attractive and understood by students.
The quality of an educational institutions or secondary school can be seen from the quality of graduates it produces. One of the key indicators which show the quality of education is the grade point average (GPA). The cumulative GPA is the result of the overall study of the student over certain time. One important aspect which can affect student academic performance is the teacher. Teachers regarded as the most imperative school based factor that influences student’s achievement level (Muzenda, 2013). They can help to change the student attitude and help them to accomplish better performance. In order to do so teacher must have suitable competencies. Ganyaupfu(2013) also mention that teacher competence has significant influence on the student performance. According to Akiri (2009) teacher competence in learning process will drive and help the student to achieve better performance. Sultan and Shafi(2014) supports the ideas regarding the relations of teacher competence and academic performance. On the other hand Yoon et al (2007) , found that teacher who receive substantial professional development can boost their student achievement.
Summary of Chapters
1. Introduction: This chapter contextualizes the quality of secondary education and introduces the critical role of school leadership competence in influencing student academic achievement.
2. Methodology: This section describes the explanatory cross-sectional survey design and the concurrent mixed-methods approach used to collect and analyze quantitative and qualitative data.
3. Findings and Discussion: This chapter presents the empirical results of the study, indicating that competence attributes of Heads of Schools have a significant positive influence on students' academic performance.
4. Conclusion: The chapter summarizes that leadership competence is essential for school success and recommends increased government investment in training and professional development for school leaders.
5. Tables and Figures: Provides a comprehensive presentation of the data, including thematic analysis from teacher focus group discussions and statistical distribution of competency indicators.
6. Disclosure of Conflict of Interest: Clarifies that the research is purely academic and conducted with adherence to ethical standards for the purpose of educational improvement.
7. Acknowledgement: Expresses gratitude to supervisors, colleagues, and government officials for their support and guidance throughout the research process.
8. References: Lists the academic literature and sources consulted to support the theoretical framework and methodology of the study.
Keywords
competence, leadership, academic performance, Mbulu district, secondary education, professional development, educational management, school leaders, student achievement, teacher competency, qualitative analysis, quantitative data, educational policy.
Frequently Asked Questions
What is the core focus of this research study?
The study primarily investigates how the competence attributes of Heads of Schools influence the academic performance of students in selected secondary schools within the Mbulu district of Tanzania.
Which thematic fields are addressed in this work?
The work explores themes such as leadership attributes (work, emotional, spiritual, and practical competencies), teacher professionalism, school management strategies, and their direct links to student grade point averages.
What is the primary research objective?
The primary goal is to assess the influence of specific competency attributes of school principals on student academic outcomes to provide data-driven recommendations for educational policy.
Which scientific methodology was utilized?
The researcher employed an explanatory cross-sectional survey design, utilizing a concurrent mixed-methods approach that combined quantitative data analysis (via SPSS) and qualitative thematic analysis.
What content is covered in the main body of the work?
The main body examines the literature on leadership competency, details the data analysis methods, presents findings from questionnaires and focus group discussions, and discusses the implications of these findings for school management.
Which keywords define this research?
Key terms include leadership, competence, academic performance, Mbulu district, and professional development.
How do the findings characterize the Heads of Schools in Mbulu district?
The study found that the assessed Heads of Schools demonstrated a high degree of competence and professionalism, particularly in areas like giving clear directions and managing future-oriented school goals.
What specific recommendation does the author make regarding educational policy?
The author recommends that the government should allocate specific funds for leadership training and review policies concerning the training and development of teachers before and after their appointment to headship positions.
- Quote paper
- Chelestino Mofuga (Author), 2020, Competence in Schools in Tanzania. Influence of the Competence of the Principal on the Students' Academic Performance in Secondary Schools, Munich, GRIN Verlag, https://www.grin.com/document/924976
