Abstract: This study investigated the influence of school heads’ motivation strategies on teachers’ performance in public secondary schools in Arusha Region, Tanzania. Objectives were to; assess the status of teachers’ performance in public secondary schools and determine the influence of school heads’ motivation strategies on teachers’ performance in public secondary schools in Arusha Region. Motivation management and Walberg’s achievement theories guided the study. Mixed methods approach and concurrent triangulation research design were adopted. Questionnaires and an interview guide were used to collect data from 88 teachers and 8 school heads. Stratified and simple random sampling techniques were employed to select teachers while school heads were purposively sampled. Validity was established through expert judgment. The reliability index, TQ; r=0.78for questionnaire was obtained using Split Half method. Quantitative data were analyzed using descriptive statistics and inferentially using Pearson’s Product Moment Correlation Analysis in the SPSS version 23. Results were presented in tables. Qualitative data were thematically analyzed alongside research questions and presented in narrative forms. Findings established that many teachers were not able to cover syllabus in time which occasioned low CSEE performance, partly attributed to inadequate motivation strategies adopted by school heads. In conclusion, any form of motivation plays an important role in improving teachers’ timely syllabus coverage and improved students’ academic performance. The study recommends that school heads should create new strategies for motivating teaching staff to boost their morale. Education stakeholders should provide funds to provide conducive working environment through comfortable accommodation, accessible healthcare services and security.

Abstract: This study aimed to investigate the obstacles encountered by school administrators in enhancing teacher job satisfaction within Public Secondary Schools in Singida, Tanzania, employing a mixed-methods approach with a convergent parallel research design. A total of 145 participants, including one District Secondary Education Officer, five school principals, one Quality Assurance Officer, and 138 teachers, were engaged in the research. Data collection involved the use of questionnaires and interviews, and subsequent analysis encompassed both quantitative analysis using SPSS version 20 and thematic analysis. The findings unveiled a myriad of challenges faced by school administrators in their pursuit of ensuring teacher job satisfaction, encompassing issues such as poor working conditions, inadequate teaching resources, insufficient supervision, absence of teaching allowances, limited funds for teacher motivation, lack of government support, and uncooperative teachers. These challenges were attributed to the failure of various education stakeholders, including the government, teachers, and school administrators, to fulfil their respective responsibilities. To address these challenges, the study proposed solutions, including regular in-service training for school administrators, the establishment of teaching allowances, the construction of additional staff housing, fostering positive teacher relationships, and cultivating an optimal teaching environment.

Abstract: This study investigated the effectiveness of secondary school heads in supervising school resources in Shinyanga District Council, Tanzania. The study intended to find out the effectiveness of secondary school heads in supervising school resources. It also sought to identify ways to overcome the challenges facing heads of school in supervising school resources. The study is based on the Max Weber’s bureaucratic theory. The paper adopted a mixed research approach and convergent parallel mixed design. The sample size comprised of 83 participants including 1 District Secondary Education Officer, 4 head of public secondary schools and 78 teachers. Data were gathered through questionnaire and interview. The findings indicate that most of the school heads do not conduct effective supervision of school resources due to some challenges such as misallocation of resources, inadequate resources, lack of supervision skills as well as poor cooperation among staff members. The paper recommends that school heads should be given resource supervision skills through seminars and should cooperate with teachers for the aim of ensuring effective supervision of school resources.