This qualitative study explored the experiences of secondary school heads in managing teenage mothers in five districts of the Dar es Salaam Region in Tanzania. A phenomenological research design was employed, using descriptive statistics within the qualitative paradigm. The specific objectives were to explore heads of secondary schools' experiences in managing teenage mothers in their schools; examine the strategies employed by heads of schools in managing and supporting teenage mothers in schools; identify the challenges that the heads of secondary schools encountered and how the challenges identified were address. A sample of 74 respondents, including heads of secondary schools’ teacher coordinators, classroom teachers, teenage mothers, and district or regional education officers were interviewed, engaged in focus group discussions (FGD), and were observed as they engaged themselves in their day-to-day work activities. Thematic analysis that was used was guided by transformational and servant-leadership theoretical principles. The findings indicated that heads of schools lacked appropriate training, knowledge and experiences necessary for effective management of schooling teenage mothers. The study revealed that heads of schools employed strategies such as guidance and counseling services, academic support services, and parenting life skills education to support the teenage mothers. The study recommends that the government establishes schools that are accommodating to teenage mothers, have on-site child care facilities and child care staff, provide training and professional development for heads of schools and teachers, ensure adequate resources, effective support systems, and teacher motivation.
Manyama et al. (Fri,) studied this question.