The Impact of School Administrators on Students' Academic Performance in Selected Masasi Public Secondary Schools in the Mtwara Region of Tanzania

Abstract

This study examines the influence of school administrators on academic achievement in selected public secondary schools in Masasi town, Mtwara region in Tanzania. The findings were generated from a sample of five public secondary schools and 96 respondents, from which one district secondary education officer, five heads of schools, 15 teachers, and 75 students were drawn as respondents. Employing a multiple case study design, the study generated data using interviews, focus group discussions (FGDs), and documentary review. The resultant qualitative data was subjected to thematic analysis. The findings show that though secondary school administrators were responsible for co-ordinating the execution of education and training policies, it was the variables of age, grade level, and gender that significantly impacted on the students’ performance in learning and performance in examinations at the public secondary schools under review. Meanwhile, inadequate student supervision coupled with a lack of leadership abilities among school administrators accounted for differences in students’ performance in core courses at public secondary schools in Masasi town. Based on these findings, the study calls for the improvement of on-the-job training for school administrators and, particularly, on leadership and managerial skills, and to enhance cooperation among various stakeholders in education at all levels of educational administration.