How Leadership Capabilities influences Students’ Achievement in Tanzanian public secondary schools

This study explores the influence of school heads’ leadership capabilities on students’ academic achievement in public secondary schools in Temeke Municipality. Using a concurrent triangulation design, data were gathered from 254 respondents through questionnaires, interviews, and document review. Descriptive statistics and regression analysis guided by the skills theory of leadership were used for analysis. Key leadership capabilities identified such as decision-making, instructional supervision, resource mobilization, and parental engagement showed a strong association with student performance. The study also reveal that majority of school heads lacked formal leadership training and operated beyond their professional scope. It recommends that the Ministry of Education, Science and Technology (MoEST) ensure the appointment of qualified school leaders and provide ongoing training. Adopting a comprehensive leadership framework that integrates diverse capabilities is vital for navigating educational challenges and improving student outcomes.