RUAHA CATHOLIC UNIVERSITY

Teachers’ work performance is a primary determinant of academic success, yet significant performance improvements remain a challenge in many Tanzanian public schools. While heads of schools are accountable for motivating staff, the link between specific leadership styles and teacher output requires localised exploration. This study investigated the impact of transformational leadership support provided by heads of public secondary schools on enhancing teacher performance in the Njombe region, Tanzania. The research employed a qualitative approach with an exploratory design. Data were collected through semi-structured interviews involving 57 participants. Thematic analysis was conducted using NVivo software to provide a descriptive account of the variables. The study revealed that heads of schools actively practice transformational leadership, with three specific attributes being most prominent: inspirational motivation, idealised influence, and individualised consideration. Individualised consideration was practised through professional development opportunities, shared decision-making, and mentorship. These leadership behaviours were found to significantly boost teacher activities and work performance. The study concludes that transformational leadership positively enhances teacher work performance in public secondary schools. There is a significant positive correlation between leadership leads and teachers’ productivity. It is recommended that heads of schools consistently practice these transformational leadership attributes to maintain high performance levels. Furthermore, future research should investigate why the attribute of "intellectual stimulation" is not as widely practised in similar school settings.

Transformational leadership, leadership support, teachers’ work performance