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September 17, 2025Open Access

Extensiveness of Problem-Solving Skills by Heads of Schools on Enhancing Teachers’ Job Performance In Public Secondary Schools fo Siha District, Tanzania

Key Points

Heads of schools' problem-solving skills significantly enhance teachers' job performance.
The study involved a sample of 105 individuals from 19 public secondary schools.
Quantitative and qualitative data showed high contributions of leadership skills in managing workload and conflicts.
Establishing School Leadership Innovation (SLIL) could further improve teacher performance.

Abstract

This study investigated to what extent do heads of schools' problem-solving skills in enhancing teachers’ job performance in Public Secondary Schools in Siha District, Tanzania. The Transformational Leadership Theory, by Bernard M. Bass (in the early 1978) guided this study. This study employed a convergent research design under a mixed-methods approach. The study targeted 19 public secondary schools, 19 heads of schools, 316 teachers, and 17 ward secondary education officer totaling 352 individuals. Both probability and non-probability sampling techniques were used to select 5 public secondary schools, 5 heads of schools, 95 teachers and 5 Ward Education Officers (WEO), totaling 105 individuals. The study utilized questionnaires and interview guides for data collection. Two educational planning and administration experts from Mwenge Catholic University validated the instruments. A pilot study was conducted in 1 public secondary school from Siha District. The reliability of the Likert-type questionnaires was ensured using Cronbach's Alpha, with values of .870 for teachers. The trustworthiness of the interview guide was ensured through peer debriefing and triangulation. Quantitative data were analyzed using descriptive statistics, including means, frequencies, and percentages, while qualitative data were examined through thematic analysis. The study adhered to ethical considerations throughout the research process. The study found that heads of schools' problem-solving leadership skills to a high extent contribute to enhancing teachers’ job performance in public secondary schools within Siha District, Tanzania. The study concludes that the head of schools’ problem-solving skills in managing workload, resolving conflicts, making timely decisions, and encouraging teacher participation are keys to improving teacher performance in Siha District’s public secondary schools. The District Education Officer (DEO), Ward Educational Officer (WEO), and Heads of Schools (HoS) should establish a School Leadership Innovation (SLIL).

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