Head Teachers Implementation of Plans on the Learning Environment of Public Primary Schools in Butiama District

Abstract

This study assesses the influence of head teachers planning on the improvement of school learning environment in public primary schools in Butiama district, Mara, Tanzania. The study utilized the Transformational Leadership Theory and employed a mixed research approach with an explanatory sequential research design. A sample of 108 respondents, including 94 public primary school teachers, 10 head teachers, 3 Ward Education Officers and the District Education Officer, was selected through stratified, random and purposive sampling techniques. Data was collected using semi-structured interview and questionnaire. Data was then analyzed through descriptive statistics with the application of SPSS version 21 and thematic analysis. The findings indicate that head teachers set plans they use to improve respective aspects of the learning environment like constructing and repairing school infrastructure. Again, the findings indicate that head teachers implement plans through involvement of teachers, pupils, parents, the community and other stakeholders. The use and implementation of head teachers’ plans lead to the construction of school infrastructure, good relationship within and out of the school and accumulation of food for pupils. Further, the findings show that sometimes planned activities are not implemented due to the shortage of resources and inadequate support from school owners and stakeholders. Also, poor planning and unsatisfactory monitoring and evaluation hinders the implementation of the set plans. The study emphasizes the need for training and seminars for head teachers to enhance the positive influence of head teachers’ plans. The study recommends further research in other districts to explore the influence of plans and other educational management principles and their influence on the improvement of the school learning environment.