The Influence of Visionary Heads of School’s Leadership Attributes on Teachers' Job Effectiveness in Public Secondary Schools in Missenyi District, Kagera, Tanzania

Abstract

This study examined the relationship between visionary heads of school’s leadership attributes and teachers’ job effectiveness in public secondary schools in Missenyi, Kagera, Tanzania. Anchored in transformational leadership theory, the study adopted a quantitative approach using cross - sectional design. A total of 99 participants including district and ward education officers, heads of schools, school quality assurers, and teachers were involved through questionnaires. Data were analyzed using descriptive statistics and Spearman’s rank correlation via SPSS version 26. The findings revealed a very weak and statistically insignificant relationship between visionary leadership attributes and teachers’ job effectiveness (r = 0.006, p = 0.475). Although most respondents agreed that school leaders presented clear visions and encouraged innovation, these attributes showed limited influence on teachers’ performance. The study concludes that visionary leadership practices in Missenyi public secondary schools are not strongly associated with teacher effectiveness, suggesting the need for more practical, transformational engagement to enhance teacher motivation and performance.