Leadership Styles and School Functioning: The case of Kilosa District Secondary Schools

The purpose of this study was to examine the role of heads of schools in setting school goals, mission and vision, clarifying the paths to subordinates by removing obstacles that are stopping them to achieve desired performance and reward strategies used to motivate teachers and students, the case of Kilosa district secondary schools. The study was conducted under three research tasks which guided the study. Firstly, to find out whether heads of schools clarify schools’ goals, mission and vision to teachers and students and know which way to go. Secondly, to find out if heads schools constantly monitor performance to remove impediments hindering students improved performance. Thirdly, to find out if school heads reward teachers and students as well as facilitate teacher’s professional development in secondary schools. The study employed qualitative approach. Thus, it is qualitative enquiry. Data were collected from Kilosa District in Morogoro Region. Random and purposive sampling procedures were adopted to sample 39 respondents including heads of schools, teachers and students. Data were collected through interviews, documentary review and observation, and analyzed using content analysis technique. The findings revealed that most schools had neither strategic nor whole plans. Some schools had no clear goals, visions or missions. Rewards were provided to teachers and students basing on performances in academic and extra-curricular activities with a tendency of both teachers and students appearing to perform better in aspects which are rewarded and poor where they are not rewarded. The study suggests that heads of schools must clarify goals, missions and visions, monitor performance and reward