The centrality of school leadership culture on students’ performance: The experience of high performing public secondary schools in Tanzania

Abstract

The impact of the school leadership culture on educational institutions is widely known but it is unclear how it is associated with students' performance, especially in high performing public secondary schools. This paper reports on a study that examined the association between the school leadership culture and students' performance in high performing public secondary schools in Tanzania. The study adopted a mixed-methods approach with a concurrent embedded design, involving a total of 235 participants. Data were collected via questionnaires, interviews and documentary review. The quantitative data were analysed using Spearman's Correlation Coefficient, while the qualitative data were analysed thematically. Generally, the results revealed a significant positive correlation between the school leadership culture and students' performance (r=.653, p < 0.01). Specifically, students' performance correlated positively with their involvement in academic planning (r = 0.26, p < 0.01) and decision making (r = 0.29, p < 0.01), the timely communication of their academic progress (r = 0.65, p < 0.01), their cooperation with teachers (r = 0.64, p < 0.01) and their motivation (r = 0.63, p < 0.01). Policymakers and educational practitioners should strive to foster a positive school leadership culture so as to reduce the performance disparity that has persistently plagued public secondary schools in Tanzania.

Keywords

• Leadership culture
• Students' performance
• High performing secondary schools
• Public schools