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The study assesed the influence of heads of schools' leadership practices on teachers’ job performances in public secondary schools, Kigoma Distinct Council-Tanzania. The study adopted a Convergent Research Design under a Mixed Research Approach. This study was guided by the Path Goal Theory as advocated by Robert House and Desseler. To this end, the study focused on two research objectives that based on the nature of heads of school leadership practices and remedial measures of resolving challenges facing heads of schools in implementation of leadership practices. The study employed purposeful sampling to select 06 heads of schools and 01 DEO, and 110 teachers were obtained by using the Boyd and Westfal formula from public secondary schools sampled in this study. The questionnaires for teachers consisted of 21 items constructed based on a 5-point Likert scale. Validity was ensured through the involvement of three experts from JUCo and the reliability of instruments was tested through the Cronbach Alpha technique at 0.87 coefficient level of internal consistency. Descriptive statistics mainly mean and percentages were used to analysis quantitative data and thematic analysis was used in qualitative analysis of data. The study revealed the distinction of heads of schools' leadership practices being absolutely important to teachers’ job performances in public secondary schools. The study also found the importance of heads of schools' leadership practices application like motivation to teachers to increase their altitudes of teaching and effective communication in resolving the challenges in the implementation of leadership practices by teachers for job performances in public secondary schools. The study concluded that heads of schools in Kigoma District Council are successful in carrying out the leadership practices that support teachers’ job performances. The study also found that heads of schools in public secondary schools in Kigoma District Council possess some remedy measures that help them to solve challenges timely and correctly that face teachers during leadership practices implementation. Therefore, the study recommended capacity-building through different seminars and training for heads of schools on leadership practices skills for quality controlling and guiding teachers for effective job performances.
Msigwa et al. (Mon,) studied this question.