The Contribution of Leadership Styles to Academic Performance in Public Primary Schools in Tanzania

This study aimed to examine the contribution of leadership styles to academic performance of public primary schools in Nyamagana District in Mwanza Tanzania. The sampled population included education officials, head teachers, teachers, pupils, members of the school management committees, School Quality Assurance officers, ADEM staff and parents. The study adopted a descriptive design describing the relationship between leadership styles and pupil?s academic performance and the factors that cause their interactions. The study applied purposive and convenience sampling due to the nature of the study which needed those who are either key actors or beneficiaries of education services. Purposive sampling was applied to education officials as the key players in the education system, while convenience sampling was applied to teachers, pupils, parents and members of the school management committees as key players and beneficiaries at school level. As regards instrumentation, questionnaires, interviews, observation guides and content reviews were applied to seek information from written sources. The findings indicated that, no sore leadership style fits all situations but rather a mixed leadership style. The findings further revealed that, leadership styles influence academic performance both direct to the pupils and indirect through their teachers by raising their morale to work efficiently. It was also noted in this study that democratic leadership style revolved within the school structure as teachers and their leaders shared responsibilities on teaching and handling administrative duties, but there was no evidence that head teachers and teachers having full power soliciting for school funding. Funding was decided and made by the government and was sent directly to schools. Funding was also inadequate compared to the schools needs hence contributing to deteriorating teaching and learning environment. Schools had no power to generate their own funds, if so; they had to seek permission from the district officials. This kind of arrangement undermines the Education for Self-Reliance decree issued as part of the Arusha declaration and the principles of good governance which calls for participation in decision making in running public schools. The study concluded that a mixed leadership style fits public schools rather than a monotonous modified laissez fairer leadership style which at most does not put teachers and other key players accountable for declining quality of education.