Head Teachers Case Study
Table of Contents
List of abbreviations 3
Aids - Acquired Immune deficiency syndrome 3
BOG - Board of Governors 3
DEO - District Education Officer 3
HIV - Human Immuno Deficiency Virus 3
HRD - Human Resource Development 3
HRM - Human Resource Manager 3
MOEVT - Ministry of Education and Vocation Training 3
PTA - Parent Teachers Association 3
SAPs - Structural Adjustment Programmes. 3
TSC - Teachers Service Commission. 3
WBNAS- World Bank National Absence Survey 3
Abstract 3
1.1 Introduction 4
1.2 Statement of the problem. 6
1.3 Purpose of the paper 7
1.4 Objectives of the study 7
1.5 Research questions 7
1.6 Operational definition of terms 7
2.0 Methodology 8
3.0 Managerial Challenges For Head Teachers In Public Secondary Schools In Tanzania 8
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The guiding principles of education in Tanzania is the equipping of every citizens with acquisition of knowledge, desirable skills, attitude and values as well as to enables him or her to derive maximum benefits from his or her society, and also contribute his quota meaningfully towards the development of the nation at large. Secondary school education is one among the levels of education in Tanzania.
Fabunmi (2005) defined Secondary school education as the form of education, which children receive after primary education and before the tertiary level. It is the second level of education in Tanzania headed by a school administrator called principal. Certainly, Principal is the head of an institution that occupies a pivotal position, requires initiatives and skills for the day to day administration of a secondary school. As a school leader, principal must have foresight for effective, efficient and dynamic principles in handling matters between the school, staff and the host
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However, there have been few investigations into the changing nature of the role of head teachers, which focus on the management and leadership of secondary schools. The appointment of head teachers by the Teachers Service Commission (TSC) is done based on experience of the teacher that is the more the number of years one has taught the higher the chance of promotion to head teacher level (Okumbe 1999). However, the newly appointed heads usually assume their roles in the office without having undergone formal training to prepare them for their new
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