Volume 9, Issue 8, August – 2024 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24AUG266

Effectiveness of Face-to-Face Meetings

Heads of School Leadership Strategy on
Teachers’ Levels of Commitment in
Community-Cased Secondary Schools, in Selected
District Councils in Kilimanjaro Region, Tanzania
Msami Kanuti1; REV. Dr. Peter Siamoo (PhD) 2, Dr. Gadi M. Koda (PhD) 2
PhD Candidate Mwenge Catholic University (Tanzania)1
Faculty of Education, Mwenge Catholic University (Tanzania) 2

Abstract:- This research determined the influence of face- I. INTRODUCTION

to-face meetings by Heads of Schools (HoS) leadership
strategy on teacher commitment in community-based Kilimanjaro Region like other regions of Tanzania, the
secondary schools (CBSS) within specific District Kilimanjaro Region plays a critical role in promoting high-
Councils in the Kilimanjaro Region, Tanzania. Utilizing quality education to promote sustainable development. There
the Situational Leadership Theory from Paul Hersey and are 225 secondary schools in the region, with a community-
Ken Blanchard, the study followed a correlational design based secondary school (CBSS) located in each ward.
within a quantitative research framework. The study Together, these schools enroll a sizable number of students,
included 840 teachers and 70 heads of schools in its target many of whom receive a standard seven grade of C or higher
population. Using basic and stratified random sampling on national examinations. Despite challenges, teachers
techniques, a sample of 252 teachers and 21 heads of remain a key factor in enhancing students’ learning processes.
schools were chosen from this population. Questionnaires Committed teachers are vital as their dedication impacts
that had been approved by three MWECAU experts were organizational outcomes such as performance and turnover.
used to collect data, with reliability scores of 0.824 for the In CBSS, committed teachers are seen as valuable assets,
HoS questionnaire and 0.733 for the teachers’ demonstrating hard work and a lower tendency to leave the
questionnaire, ensuring readiness for data collection. workplace.
Descriptive and inferential statistics, including multiple
regression analysis, were used for quantitative analysis, Teachers’ commitment is gauged by their involvement
revealed a significant disparity in perceptions between and support for decisions, playing a critical role in enhancing
HoS and teachers regarding teachers’ level of and nurturing school success. This commitment influences
commitment. While HoS perceived a moderate level of different aspects like the effectiveness of the school,
commitment from teachers, acknowledging strengths and satisfaction of the teachers, retention, job performance,
areas for improvement, teachers rate their commitment absenteeism, and turnover (Aflah & Fajar, 2022). For
higher, especially in innovative teaching and student students, teachers’ commitment levels affect academic
support. In-person meetings between school heads and performance and attitudes towards school (Mahzan &
teachers were found to be highly effective, demonstrating Nordin, 2021). O’Malley et al. (2022) state that committed
a clear positive correlation between this method and the teachers dedicate time and energy to support students, no
level of commitment shown by teachers. The study matter the obstacles, and promote social inclusivity in the
concluded that addressing disparities in perceptions and classroom (Lai & Han, 2020). The commitment is associated
fostering mutual understanding was essential for with the symbolic rewards received from students, parents,
enhancing teachers’ level of commitment, ultimately administrators, and authorities, demonstrating their
improving CBSS environments. Recommended weekly allegiance to the school’s values and goals.
consultation sessions, fostering positive work
environments, and offering professional development The level of teacher dedication has been reported to vary
opportunities for school leaders. These actions aimed to by several stakeholders, leading to negative impacts on
create a supportive atmosphere conducive to enhancing educational outcomes. In Kenya, Tanzania, and Uganda,
teacher commitment and improving student outcomes in Twaweza (2016) observed that teacher absenteeism rates
CBSS settings. were high, ranging from 11% to 30%, with Tanzania
recording a rate of 25%. The 2017 report from the Teachers
Keywords:- Face-to-Face Meetings Heads of Schools (HoS) Service Department (TSD) identified teacher misconduct as
Leadership Strategy, Teachers’ Level of Commitment and a significant barrier to delivering dedicated and effective
Quality Education. instruction. Furthermore, in their reports spanning from 2018

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Volume 9, Issue 8, August – 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24AUG266

to 2023, education stakeholders, including the Education According to the 2023 school visit report from the
Quality Assurance Department (EQAD), the Kilimanjaro Regional Education Officer (REO) for the Kilimanjaro
Regional Education Officer (REO), and the Moshi Municipal region, there was insufficient commitment from teachers at
Secondary Education Officer (MSEO), have highlighted a community-based secondary schools (CBSS). 17.6% of
lack of commitment among teachers. This concern was teachers were said to be absent from work, and 20.4% do not
reiterated by the Kilimanjaro REO during the Heads of consistently create academic instructional documents.
Schools Region Meeting on March, 2022. Furthermore, 8.4% of teachers report conflicts with their
Heads of Schools (HoS), 4.6% had disciplinary cases pending
The report indicates a substantial decline in teacher before the Teachers’ Service Commission (TSC), 16.2% did
commitment over the past five years. Further investigations not spend enough time assisting students with learning and
revealed that 19.7% of teachers were frequently absent, life challenges, and 28.8% excuse themselves from work due
28.0% did not consistently prepare academic materials, to family matters. Despite the 2015 recommendation by
18.7% did not dedicate time to assist students with academic Ministry of Education, Science, and Technology (MoEST) to
and personal challenges, 10.3% had conflicts with their Head apply HoS leadership practices to improve teacher
of School, 5.3% were involved in disciplinary cases with the commitment, there is still an unresolved issue and inadequate
Teachers’ Service Commission (TSC), and 33.7% attributed research in the Kilimanjaro region that addresses this issue
their shortcomings to family issues. This tendency towards (Arnold, 2015).
absenteeism, inadequate lesson preparation, lack of student
support, and discipline issues reflects a low commitment to A. Research Question
work, necessitating effective leadership strategies from HoS. The study was directed by the subsequent research
If unaddressed, this will negatively impact students’ question (RQ): In what way does the use of face-to-face
academic achievements, waste government educational meetings by Heads of Schools (HoS) in their leadership
investments, and hinder students’ future prospects. approach affect the degrees of dedication among teachers in
Community-Based Secondary Schools, in selected District
The primary responsibility of Heads of Schools (HoS) Councils in Kilimanjaro region, Tanzania?
is to employ various tactics to ensure effective teaching and
learning while fostering teacher dedication. Leadership B. Research Hypothesis
strategies that are effective in managing Heads of Schools
(HoS) are anticipated to greatly increase teachers’ level of  Regarding the Subsequent Hypothesis (H1), this
commitment, especially in assisting students facing learning Investigation was Conducted:
challenges (Mahzan & Nordin, 2021). In response to these
issues, the Ministry of Education, Science, and Technology  H1: A noteworthy association has been observed between
(MoEST) introduced the Secondary School Management the leadership approach of Heads of Schools (HoS) that
Toolkit (SSMT) to equip Heads of Schools (HoS) with the entails in-person meetings and the degree of dedication
essential managerial skills needed to enhance teacher demonstrated by educators.
commitment (URT, 2015). SSMT has suggested a crucial
approach, which involves organizing weekly in-person C. Significance of the Study
meetings to tackle issues impacting teacher performance. In In order to better support Heads of Schools (HoS) in
addition, these sessions are intended to provide psychological fostering teacher commitment, the Ministry of Education,
and counseling support to teachers so they can focus on Science, and Technology (MoEST) will benefit greatly from
overseeing the teaching and learning processes. This study the study’s insightful analysis of the efficacy of HoS
investigated the effectiveness of in-person meetings as a leadership strategies in community-based secondary schools
leadership tactic used by Heads of Schools (HoS) to increase (CBSS) across a subset of District Councils in Tanzania’s
teachers’ dedication in community-based secondary schools Kilimanjaro Region. The updated Secondary School
in selected district councils in Kilimanjaro region, Tanzania. Management Toolkit (SSMT) will offer useful guidelines for
HoS in CBSS throughout Tanzania, facilitating good
II. STATEMENT OF THE PROBLEM supervision and the facility of high-quality education.

Teachers’ commitment in Tanzania has been a topic of The study further emphasized the crucial role that Heads
concern as it impacts the effectiveness of education and the of Schools (HoS) play as vital educational leaders by
achievement of national educational goals. The lack of identifying successful leadership strategy which increase
commitment among teachers undermines efforts to provide teachers’ commitment to the teaching and learning process.
quality education and jeopardizes the aspirations of This leadership strategy which is based on the study’s
community-based secondary school graduates. For instance, findings benefit teachers as well by providing better support
Twaweza (2019) highlighted high rates of teacher for students, especially those who require more help.
absenteeism, reaching up to 25% in Tanzania, among other Teachers and HoS contribute to better educational outcomes
East African countries. The Teachers Service Commission by upholding their professional responsibilities, which may
(TSC, 2020) identified teacher misconduct as a significant lessen lower academic divisions and facilitate students’
factor hindering commitment levels and contributing to advancement to higher education levels.
substandard teaching practices.

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Volume 9, Issue 8, August – 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24AUG266

In addition, the study’s conclusions and suggestions will competence and commitment to foster self-motivation and
direct policymakers in improving community-based reduce dependency among team members (Raza & Sikandar,
secondary school (CBSS) supervision by giving priority to 2018). Despite criticisms, such as its inability to differentiate
important leadership strategies for providing high-quality between leadership and management strategies, the theory
instruction. The study supports the theory of situational remains influential. To better understand the influence of
leadership by emphasizing the crucial role educational leadership strategies on teachers’ levels of commitment and
leader’s play in improving the teaching and learning process. to adjust strategies accordingly, the idea is used in this study
It emphasized the recognition of teachers’ efforts is essential to analyze community-based secondary schools in
to encouraging dedication in CBSS. Kilimanjaro region, Tanzania.

The efficiency of the leadership techniques used by III. REVIEW OF RELATED LITERATURE
Heads of Schools (HoS) is evaluated and analyzed in this
study, which contributes to the body of knowledge already in The study question about the influence of the SSMT
existence. Subsequent researchers can utilize these results as HoS face-to-face meetings leadership technique on raising
a framework to further their comprehension of leadership teachers’ commitment levels frames the literature review.
strategies that encourage teachers’ commitment. Putting The review focuses on factors that increase
these results into practice should lead to better outcomes in teachers’commitment and how HoS leadership practices
the supervision and delivery of high-quality instruction in relate to this commitment. Ghimire (2022) investigated
Tanzanian CBSS, which is in line with the primary goals of teacher commitment in the Lalitpur District's community
these educational establishments. schools, evaluating their commitment to the institution, their
career, and the education of the students. High levels of
D. Theoretical Framework dedication were found in this study, which included 226
The Situational Leadership Theory, which was created teachers and used quantitative methodologies. These findings
by Paul Hersey and Ken Blanchard in the 1970s and divides have favorable effects on educational institutions. It
leadership into four primary strategies—directing, coaching, emphasized how building relationships amongst stakeholders
supporting, and delegating—lays the foundation for this can improve academic achievement and how school
study. These strategies vary in their emphasis on task- administrators can improve teacher dedication and academic
oriented versus relationship-oriented behaviors, tailored to success by implementing effective leadership techniques.
the readiness level of followers. Readiness, determined by
followers’ competence and commitment, dictates the The current study examined the influence of leadership
appropriate leadership approach. For less ready followers, a strategy on teachers’ level of commitment within a different
directing strategy involves clear instructions and supervision, geographical and cultural context, specifically selected
while coaching provides guidance to moderately ready District Councils in the Kilimanjaro region of Tanzania. This
followers. Supporting involves collaboration and is in contrast to the previous study, which concentrated on
encouragement for highly ready followers, and delegating teachers’ commitment in a particular district in Nepal. This
grants autonomy to very ready followers. The theory extension improves the findings’ applicability and
underscores adaptive leadership based on task relevance and generalizability in a variety of contexts. The current study
follower maturity, emphasizing effective leadership as uses a correlational technique, whereas the reviewed work
contingent on both individual readiness and task complexity. uses a survey research design. Both studies employ
The study categorizes leadership into four stages based on the quantitative techniques, but the current study’s correlational
Situational Leadership Theory: methodology provides a more thorough examination of the
connection between teacher commitment and HoS leadership
 S1: Telling involves one-way communication where the strategies.
leader defines roles and gives clear instructions.
 S2: In order to obtain agreement, selling involves two-way The reviewed study involved 226 teachers, while the
communication in which the leader gives guidance and current study includes 21 HoS and 252 teachers, allowing for
extends socio-emotional support. a more comprehensive examination of leadership strategies’
 S3: Participating features shared decision-making with influence on teacher commitment from multiple perspectives.
reduced task guidance but continued high relationship The reviewed study used descriptive statistics, whereas the
support. current study employs a correlational quantitative approach,
 S4: Delegating entails the leader transferring likely utilizing advanced statistical techniques like regression
responsibility to individuals or groups while overseeing analysis. The reviewed study underscores the positive impact
progress. of teacher commitment on educational institutions and the
significance of stakeholder relationships, whereas the current
The Hersey-Blanchard Situational Leadership Theory study focuses specifically on HoS leadership strategies'
underscores the need for leaders to adapt their strategies effectiveness in enhancing teacher commitment. This offers
based on the maturity levels of their team members, which actionable insights for improving teacher commitment in
encompass both capability and willingness to perform tasks community-based secondary schools, expanding on the
across four levels (M1 through M4). These levels are specific reviewed study’s findings in a different cultural context.
to tasks, acknowledging that individuals may excel in some
areas while needing support in others. Leaders aim to develop

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Volume 9, Issue 8, August – 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24AUG266

Ibrahim and Aljneibi (2022) examined the influence of mentorship, recognition, and disciplinary measures in
personal and work-related factors on teachers’ commitment influencing teacher commitment. These contextual
to teaching during curriculum changes in UAE public differences in cultural, social, and educational settings may
schools. 737 teachers from 40 schools in the Al Ain School affect how leadership strategies are perceived and
District participated in this quantitative study, which used a implemented, thus influencing their effectiveness and
questionnaire to gauge the teachers' levels of commitment. applicability across different contexts.
Based on the findings, teachers were more emotionally,
normatively, and continuously committed to their teaching The study conducted by Alzoraiki et al. (2023)
roles than they were to the organization. investigated the relationship between teachers’ commitment,
sustainable teaching performance, and transformational
In contrast, the current study examines the effectiveness leadership in Yemeni public schools. Data were analyzed
of Heads of Schools (HoS) leadership strategies in using Partial Least Squares Structural Equation Modelling
community-based secondary schools (CBSS) across selected (PLS-SEM), and 374 participants were sampled using a
district councils in the Kilimanjaro region, Tanzania. Both stratified random sampling technique. The findings indicated
studies utilize quantitative research methods and that teachers' commitment functioned as a mediating factor in
questionnaires to measure commitment, but differ improving sustainable teaching performance under
significantly in geographical context and focus. The UAE transformational leadership.
study probes commitment in a public school setting, whereas
the current study investigates CBSS in Tanzania, potentially In contrast, the current study examines the effectiveness
influencing how teachers perceive and respond to leadership of Heads of Schools (HoS) leadership strategies in
strategies amidst varied organizational dynamics. community-based secondary schools (CBSS) across selected
District Councils in the Kilimanjaro region, Tanzania. It
The reviewed study by Ibrahim and Aljneibi (2022) involves 21 HoS and 252 teachers, employing a correlational
involved a larger sample of 737 teachers from 40 schools in design and multiple regression analysis to assess the impact
the UAE, investigating how teachers’ commitment is affected of specific HoS strategies such as face-to-face interactions,
by personal and professional aspects during educational mentorship, recognition, and disciplinary measures on
transformation. They utilized a correlational design and teacher commitment. These differences in sample size,
employed multiple regression analysis to assess the impact of participant demographics, and statistical methods may affect
these factors on both organizational and teaching the generalizability and depth of analysis between the two
commitment dimensions. In contrast, the current study studies.
examines a smaller sample of 21 HoS and 252 teachers in
CBSS across selected district councils in the Kilimanjaro While the reviewed study gives insights into the larger
region, Tanzania. It employs a correlational research design influence of transformational leadership on teacher
to specifically examine the effectiveness of HoS leadership commitment and performance in Yemen, the current study
strategies such as face-to-face interactions, mentorship, offers practical implications suited to increasing teacher
recognition, and disciplinary measures on enhancing commitment through specialized HoS strategies in Tanzanian
teachers’ level of commitment. Unlike the reviewed study’s CBSS. Together, these studies contribute complementary
larger focus on individual and work-related elements during insights into leadership and teachers’ commitment in
educational transition, the current study emphasizes on educational settings, addressing distinct research questions,
leadership methods within a specific cultural and educational contexts, and methodologies to inform educational leaders
setting. and policymakers effectively.

In Yemeni public schools, Alzoraiki et al. (2023) The factors influencing the professional commitment of
examined the connection between transformational public secondary school teachers in the Trans-Nzoia West
leadership, teachers’ dedication, and long-term teaching Sub-County, Kenya, were investigated by Bett et al. (2020).
effectiveness. They discovered that transformational They selected 234 teachers from various schools using
leadership had a beneficial impact on teachers’ dedication stratified random sampling and employed a descriptive
and performance using PLS-SEM and a sample of 374 correlational study method. Teachers’ professional
participants. Notably, the association between transformative dedication and their teaching attitudes, values, and school
leadership and sustained teaching performance was mediated culture were found to be significantly positively correlated by
by teachers’ commitment, emphasizing the critical role that the study, which employed multiple regression, descriptive
instructors play in improving student outcomes. statistics, and correlation coefficients. The significance of
improving these variables to increase teacher commitment is
In comparison, the current study which examining the highlighted by the fact that they explained 83.6% of the
effectiveness of face-to-face meeting HoS leadership strategy variation in professional commitment.
in community-based secondary schools (CBSS) across
selected District Councils in the Kilimanjaro region, Similarly, the study places emphasis on studying the
Tanzania. Unlike the reviewed study in Yemen, which effects of Heads of Schools’ strategies for leadership on
emphasizes transformational leadership’s impact on teacher commitment in CBSS in selected District Councils in
commitment and performance, the current study specifically the Kilimanjaro area, Tanzania. It proposes a correlational
evaluates HoS strategies such as face-to-face interactions, design and multiple regression analysis to explore how

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Volume 9, Issue 8, August – 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24AUG266

specific leadership strategies impact teacher commitment emphasized delegation, the current research seeks to explore
within CBSS. While the methodological approach aligns, the how regular, direct interactions between HoS and teachers
current study adapts this framework to investigate factors can foster trust, alignment with school goals, and support for
influencing teacher commitment in a distinct educational addressing disciplinary issues, absenteeism, and student
context, thereby contributing to a broader understanding of learning needs. Thus, the current study aims to extend the
effective leadership strategies in enhancing teacher understanding of effective leadership strategies tailored to the
commitment. educational context in Tanzania's Kilimanjaro region.

Grounded on Kashamba et al. (2023) study in the Based on Firdaus et al.’s (2019) study in Tangerang,
Kagera region, Tanzania, and the proposed methodology for Indonesia, which explored the role of HoS leadership
the current study on HoS leadership strategies in CBSS in strategies on teachers’ level of commitment in Islamic
Kilimanjaro region, Tanzania, several key insights emerge. secondary schools, several insights can be drawn for the
Kashamba et al. utilized transformational leadership theory current study in Kilimanjaro region, Tanzania. Firdaus et al.
and a quantitative approach to explore how school heads’ conducted a census sampling of 61 permanent teachers,
supervisory practices influence teachers’ commitment. Their focusing on how leadership influences commitment through
results from surveying 240 teachers emphasized the perceived workloads. The study underlined how crucial HoS
importance of good leadership and the necessity for better leadership techniques are for efficiently allocating teachers’
instructional leadership to raise commitment levels among duties in order to raise commitment levels. The goal of this
teachers. study in Kilimanjaro was to examine how teachers’ levels of
commitment in CBSS are enhanced by face-to-face meetings
In contrast, the current study proposes a correlational HoS leadership strategy. It will investigate how regular staff
design and multiple regression analysis to examine HoS meetings, personal consultations, and departmental meetings
leadership strategies’ effectiveness in enhancing teacher can address challenges affecting teacher commitment. This
commitment within CBSS in Kilimanjaro region, Tanzania. research seeks to provide practical insights into enhancing
This approach aims to offer a deeper statistical considerate of teacher commitment in a diverse educational context. The
the factors influencing teacher commitment, offering shift from perceived workloads to face-to-face meetings as a
practical implications for leadership practices in community- focus highlights a different approach to improving teacher
based secondary schools. The strategy of face-to-face commitment. The findings could offer valuable strategies for
meetings for HoS is highlighted as a crucial leadership educational leaders in similar settings.
practice. These meetings facilitate open communication,
trust-building, and alignment with the HoS’s vision and Pacaol (2021) explored how effective leadership
values. They also enable personalized recognition, feedback, strategies by Heads of School (HoS) influence teacher
and support tailored to individual teacher needs and commitment in rural South African secondary schools, noting
motivations. Moreover, face-to-face interactions foster a that democratic and autocratic styles positively affect the
collaborative environment, enhancing team cohesion and a teaching and learning environment, while laissez-faire
collective commitment to the school’s mission. Ultimately, leadership has negative impacts. The study advised the
this personal leadership approach is expected to boost Department of Basic Education to improve HoS leadership
teaching staff morale and effectiveness, thereby positively training. However, it did not compare face-to-face meetings
impacting educational outcomes. with other HoS strategies in Kilimanjaro region’s
community-based secondary schools (CBSS) in Tanzania,
Panezai & Shah’s (2021) research in District Ziarat, leaving a gap regarding these meetings’ effects on teacher
Balochistan, which examined the connection between HoS commitment, including punctuality, discipline, attendance,
leadership strategies and the degrees of commitment of and attention to student needs. Addressing this gap, the
secondary school teachers, provides important insights into current study evaluates the effectiveness of face-to-face
the current study conducted in the Kilimanjaro region of meetings as an HoS strategy on teacher commitment in
Tanzania. The study polled 243 instructors from 33 public Kilimanjaro’s CBSS, aiming to provide insights for better
schools using the Leadership Strategy Scale and Professional educational outcomes through improved leadership practices.
Commitment Scale. The results showed a somewhat
favorable correlation between the degrees of commitment Nyangarika & Ngasa (2020) investigated how
exhibited by instructors and leadership techniques, especially instructional, transactional, and transformational leadership
delegation. As a consequence of the findings, leadership strategies influence classroom instruction in secondary
techniques that support teachers’ commitment to their work schools in the Arusha region. Through questionnaires and
must be put into practice. interviews with 90 teachers and four head teachers from ten
schools, they found that instructional leadership improves
However, while Panezai & Shah focused on delegating classroom instruction through planning and mission
leadership, the current study aims to specifically assess the definition, transactional leadership affects performance and
effectiveness of face-to-face meetings as an HoS leadership discipline, and transformational leadership shapes instruction
strategy in CBSS in Kilimanjaro region, Tanzania. This by setting direction and developing people. Their study
approach intends to provide a more nuanced understanding of recommends training, resource allocation, and stakeholder
how personal interactions and communication can impact engagement to enhance school performance. In contrast, the
teacher commitment levels. Unlike the previous study, which current study examines the impact of Heads of School (HoS)

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Volume 9, Issue 8, August – 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24AUG266

face-to-face meetings on teacher punctuality, discipline, and Similarly, a sample of 252 teachers was chosen,
attention to students' learning needs in CBSS in Kilimanjaro representing 30% of the total 840 teachers in CBSS across the
region, Tanzania, focusing on practical HoS leadership District Councils: 98 from Moshi Municipal, 108 from Moshi
strategies to boost teacher commitment and student District, and 46 from Siha District. Teachers were selected by
outcomes. assigning numbers and drawing them randomly until the
required number was achieved, ensuring representation from
In Tanzania’s Kagera Region, Mwesiga & Malusu each school based on the suggested sample size. This
(2020) examined how well school leadership enhanced methodology ensured a representative sample for examining
teachers’ commitment. In public secondary schools, 288 the effectiveness of HoS face-to-face meetings on teachers’
secondary school teachers, 32 academic masters, and 32 level of commitment in CBSS in Kilimanjaro region,
heads of schools were polled for the study. The study found a Tanzania.
high level of teacher commitment despite challenges like
insufficient training, poor decision-making involvement, It utilized research instruments that included
communication issues, incompetent school heads, lack of questionnaires validated by three experts in educational
motivation, and unattractive working environments. While administration from MWECAU (Moshi Cooperative
the study provides valuable insights, it could further explore University). The reliability of the questionnaire for Heads of
how specific leadership strategies address challenges such as Schools (HoS) was established at 0.824, and for teachers, it
improving teacher punctuality, reducing indiscipline, was 0.733, indicating that both instruments were reliable for
minimizing family-related excuses, and enhancing attention data collection. Descriptive and inferential statistics were
to students’ learning needs, which are essential for used in data analysis. While inferential statistics, such as
understanding the direct influence of effective school multiple regression analysis, were utilized to investigate
leadership on teacher behavior and commitment. correlations and assess the significance of findings,
descriptive statistics were utilized to summarize the data. This
The reviewed literature focuses on evaluating how investigation highlighted differing viewpoints on this
Heads of Schools (HoS) leadership strategies, particularly important issue by revealing a significant disparity in views
face-to-face meetings, impact teachers’ commitment levels in of teachers’ commitment levels between HoS and teachers.
community-based secondary schools (CBSS) across selected With the use of these techniques, a comprehensive
District Councils in Kilimanjaro region, Tanzania. The study investigation of the influence of face-to-face HoS meetings
aims to close research gaps by exploring methodologies and on teachers’ commitment in CBSS in Kilimanjaro region,
findings from previous empirical studies. Scholars like Tanzania was made possible.
Panezai & Shah (2021) have highlighted positive outcomes
of face-to-face meetings, emphasizing improved V. RESEARCH FINDINGS AND DISCUSSIONS
communication, trust, and alignment with school missions.
Consequently, this study seeks to provide localized insights A. Teachers’ Level of Commitment
into the HoS leadership strategy’s impact on teacher This section analyzed teachers’ commitment in CBSS in
commitment, addressing practical challenges such as selected District Councils in Kilimanjaro region, Tanzania,
punctuality, discipline, family-related absences, and student addressing research question one. It seeks to measure
learning needs. The findings aim to inform effective teachers’ dedication to their roles and responsibilities using a
strategies for enhancing teachers’ commitment in CBSS questionnaire administered to Heads of Schools (HoS) and
settings. teachers, consisting of ten rating scale items. Teachers’
commitment levels are classified as High Commitment (HC)
IV. RESEARCH METHODOLOGY with mean scores of 1.00 – 1.67, Moderate Commitment (C)
with mean scores of 1.68 – 3.33, and Low Commitment (LC)
The study employed a correlational design within with mean scores of 3.33 – 5.00. The study offers insights into
quantitative research approaches to explore relationships overall commitment levels and their implications for school
between variables without manipulation, aiming for reliable leadership and management strategies. Table 2 presents HoS
and generalizable findings (Okendo et al., 2020). It focused responses on teachers’ commitment levels, categorized by
on three District Councils (Moshi Municipal, Moshi District, degrees of agreement (Strongly Agree (SA), Agree (A),
and Siha District) in the Kilimanjaro region, Tanzania. A Undecided (U), Disagree (D), and Strongly Disagree (SD)),
sample of 21 Heads of Schools (HoS) was selected, along with mean (X̅) scores summarizing the sentiment
representing 30% of the total 69 community-based secondary towards each statement.
schools (CBSS) across the District Councils: 4 from Moshi
Municipal, 14 from Moshi District, and 3 from Siha District,
following recommended sampling methods (Cohen et al.,
2018). Schools were chosen through simple random selection
by assigning numbers to each CBSS and drawing them
randomly.

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Volume 9, Issue 8, August – 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24AUG266

Table 2: HoS Response on Teachers’ Levels of Commitment (n=21)

Statement SA (%) A (%) U (%) D (%) SD (%) Mean 𝑿̅
Teachers adhere to the school and class schedules 4(19.0) 7(33.3) 3(14.3) 4(19.0) 3(14.3) 2.76
as outlined in the established timetable.
Teachers work hard to develop innovative teaching 3(14.3) 6(28.6) 6(28.6) 3(14.3) 3(14.3) 2.86
strategies that help students grasp the material
better.
Teachers assign enough homework for each 8(38.1) 7(33.3) 1(4.8) 3(14.3) 2(9.5) 2.24
subject, mark assignments, and provide timely
revisions.
Teachers support group work and help students in 4(19.0) 7(33.3) 3(14.3) 4(19.0) 3(14.3) 2.76
their groups become more academically successful.
Rather than using punishment, teachers provide 3(14.3) 6(28.6) 6(28.6) 3(14.3) 3(14.3) 2.86
guidance to children on appropriate behavior in the
classroom.
When students do well on exams, teachers are 8(38.1) 7(33.3) 1(4.8) 3(14.3) 2(9.5) 2.24
appreciative and occasionally give them gifts.
Teachers arrange for students to get private lessons 4(19.0) 7(33.3) 3(14.3) 4(19.0) 3(14.3) 2.76
during times when they were not in class.
I have never heard teachers bemoan their decision 3(14.3) 6(28.6) 6(28.6) 3(14.3) 3(14.3) 2.86
to become teachers.
Teachers in our school maintain strong, enduring 8(38.1) 7(33.3) 1(4.8) 3(14.3) 2(9.5) 2.24
relationships with students.
Teachers used to take the time to grasp students’ 4(19.0) 7(33.3) 3(14.3) 4(19.0) 3(14.3) 2.76
problems and provide assistance before imposing
punishment.
Average Mean 2.63
Source: Field Data (2023)

Table 3 presents the responses of 252 teachers regarding mean (X̅) score is provided, offering a quantitative measure
their own levels of commitment within the context of the of the overall sentiment towards each statement. The table
study. Responses are categorized into different levels of aims to provide insights into the self-reported commitment
agreement: Strongly Agree (SA), Agree (A), Undecided (U), levels of teachers within the studied context.
Disagree (D), and Strongly Disagree (SD). Additionally, the

Table 3: Teachers’ Response on Teachers’ Levels of Commitment (n=252)

Statement SA (%) A (%) U (%) D (%) SD (%) Mean 𝑿̅
Teachers adhere to the school and class schedules 26(10.3) 42(16.7) 57(22.6) 72(28.6) 55(21.8) 3.35
as outlined in the established timetable.
Teachers work hard to develop innovative 33(13.1) 55(21.8) 46(18.3) 63(25.0) 55(21.8) 3.21
teaching strategies that help students grasp the
material better.
Teachers assign enough homework for each 22(8.7) 43(17.1) 74(29.4) 71(28.2) 42(16.7) 3.06
subject, mark assignments, and provide timely
revisions.
Teachers support group work and help students in 36(14.3) 62(24.6) 52(20.6) 55(21.8) 47(18.7) 3.06
their groups become more academically
successful.
Rather than using punishment, teachers provide 33(13.1) 55(21.8) 46(18.3) 63(25.0) 55(21.8) 3.21
guidance to children on appropriate behavior in
the classroom.
When students do well on exams, teachers are 26(10.3) 42(16.7) 57(22.6) 72(28.6) 55(21.8) 3.21
appreciative and occasionally give them gifts.
Teachers arrange for students to get private 22(8.7) 43(17.1) 74(29.4) 71(28.2) 42(16.7) 3.27
lessons during times when they were not in class.
I have never heard teachers bemoan their decision 36(14.3) 62(24.6) 52(20.6) 55(21.8) 47(18.7) 3.06
to become teachers.
Teachers in our school maintain strong, enduring 26(10.3) 42(16.7) 57(22.6) 72(28.6) 55(21.8) 3.35
relationships with students.

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Teachers used to take the time to grasp students’ 33(13.1) 55(21.8) 46(18.3) 63(25.0) 55(21.8) 3.21
problems and provide assistance before imposing
punishment.
Average Mean 3.20
Source: Field Data (2023)

The data from Tables 2 and 3 highlight a significant The data from Tables 2 and 3 indicate a slight
discrepancy in perceptions between Heads of Schools (HoS) discrepancy between HoS and teachers regarding their
and teachers regarding adherence to school and class perceptions of upkeep for group work and student academic
schedules. While only 33.3% of HoS agree or strongly agree success. While 52.3% of Heads of Schools (HoS) agree or
that teachers adhere to schedules, a majority of teachers strongly agree that teachers support group work, with a mean
(50.4%) view their adherence positively. This difference score of 2.76, 45.6% of teachers hold the same view, with a
suggests potential misalignments in communication or higher mean score of 3.06. This shows a diffident disparity,
expectations between HoS and teachers about the importance with HoS generally perceiving less support from teachers
of schedules. HoS perceive less commitment from teachers than teachers report. Aligning expectations and improving
compared to teachers’ self-assessment. Investigating the root communication between HoS and teachers is crucial for
causes of this disparity, such as unclear communication enhancing commitment levels and ensuring consistent
channels or differing priorities, is essential. Addressing these support for students’ academic achievements. Addressing
discrepancies is crucial for enhancing mutual understanding these perception gaps can foster a more collaborative
and refining teachers’ commitment in community-based educational environment and improve student learning
secondary schools in selected District Councils in outcomes (Ambrose & Shahid, 2023).
Kilimanjaro region, Tanzania.
The data from Tables 2 and 3 reveal a notable disparity
The divergence in perceptions between Heads of in perceptions between HoS and teachers regarding guidance
Schools (HoS) and teachers regarding adherence to schedules on appropriate classroom behavior compared to the use of
highlights issues in community-based secondary schools punishment. While 57.2% of HoS believe that teachers focus
needing investigation. With 33.3% of HoS and 50.4% of on guidance, reflected by a mean score of 2.86, only 46.9%
teachers viewing adherence positively, this suggests of teachers agree with this, though they have a slightly higher
challenges in communication, leadership approaches, or mean score of 3.21. This suggests a gap in how guidance is
organizational culture. Differing priorities or expectations perceived, with HoS seeing more emphasis on it than teachers
between administrators and staff may also play a role. Further report. This disparity highlights potential communication
exploration can provide insights into leadership dynamics, issues or differing interpretations of disciplinary approaches
teacher motivation, and organizational effectiveness (Atalay (Garcia, 2023). Addressing these gaps is crucial for
& Ayik, 2023). Addressing these root causes is crucial for improving communication and mutual understanding
improving communication and fostering teacher between HoS and teachers to ensure consistent disciplinary
commitment, essential for a supportive school environment practices and enhance the overall classroom environment.
in Kilimanjaro, Tanzania. Additionally, discrepancies in
efforts to develop innovative teaching strategies, with HoS The data from Tables 2 and 3 reveal a significant
acknowledging some effort and teachers showing stronger difference in perceptions between HoS and teachers
perceived commitment, underscore communication gaps or regarding the practice of appreciating students’ success with
differing perceptions (Kinanti & Hernawan, 2023). gifts. While 71.4% of HoS disagree or strongly disagree with
Addressing these differences is vital for fostering a this practice (mean score of 2.24), 50.9% of teachers agree or
collaborative culture, supporting teacher empowerment, and strongly agree, showing a higher mean score of 3.21. This
enhancing student outcomes. disparity highlights potential communication gaps or
differing views on student recognition strategies. Aligning
The difference in perceptions between Heads of Schools perspectives and improving communication between HoS
(HoS) and teachers regarding homework assignments and and teachers is essential for ensuring consistency in student
feedback, as shown in Tables 2 and 3, reveals key insights appreciation practices and fostering a supportive learning
into school dynamics. Only 38.1% of HoS believe that environment. Additionally, the data also indicate a gap in
homework is adequately assigned, marked, and revised, while perceptions regarding support for group work and student
45.8% of teachers feel that these tasks are handled well, with academic success, with HoS seeing less support than teachers
a higher mean score reflecting stronger teacher agreement. report. This underscores the need for better alignment and
This discrepancy suggests possible communication dialogue to enhance collaboration and improve student
challenges or differing expectations between school outcomes (Li, 2023).
leadership and teachers about academic responsibilities.
Addressing these differences is crucial for aligning practices, The data from Tables 2 and 3 highlight a significant
improving communication, and enhancing teachers’ disparity between Heads of Schools (HoS) and teachers
commitment to consistent assignment and assessment regarding the arrangement of private lessons outside regular
practices, which ultimately benefits the overall student class time. While 71.4% of HoS disagree or strongly disagree
learning experience. with this practice, 57.6% of teachers agree or strongly agree,
reflecting a positive perception among teachers. This

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difference points to a need for aligning perspectives and indicated by a higher mean score of 3.21. This difference
improving communication between HoS and teachers to points to potential discrepancies in perceptions of teachers’
ensure consistency in student support outside class hours. approaches to student issues, underscoring the need for
Addressing these discrepancies is crucial for fostering a effective communication and alignment on disciplinary
cohesive educational environment that supports effective practices.
student learning.
Additionally, the mean score of 2.63 in Table 2 for HoS
Additionally, there is a notable discrepancy regarding reflects a moderate perception of teachers’ commitment,
teachers’ satisfaction with their career choice. While 57.2% noting strengths in adherence to schedules and student
of HoS disagree or strongly disagree that teachers regret their relationships but areas needing improvement, especially in
decision to become educators, 55.7% of teachers agree or task completion. In contrast, Table 3 shows a higher mean
strongly agree with their satisfaction. This suggests a score of 3.20 for teachers’ perceived commitment, indicating
disconnect in understanding between HoS and teachers about that teachers view themselves as more dedicated across
job satisfaction. Addressing this gap is important for creating various aspects compared to HoS’s perception (Sukarmin,
a supportive work atmosphere, and exploring the reasons 2022). This reveals differing viewpoints on teachers’
behind this perception difference could enhance teacher dedication, with HoS identifying areas for growth while
morale and overall job satisfaction in schools. teachers generally see themselves as highly committed,
particularly in innovative teaching and student support
In Table 2, 71.4% of Heads of Schools (HoS) disagree efforts.
or strongly disagree that teachers maintain strong, enduring
relationships with students, with a mean score of 2.24. In B. The Face-to-Face Meetings HoS Leadership Strategy on
contrast, Table 3 shows that 50.9% of teachers agree or Teachers’ Level of Commitment
strongly agree with this statement, reflected by a higher mean The study investigated the effectiveness of face-to-face
score of 3.35. This disparity suggests a gap between HoS and meetings as a strategy employed by Heads of Schools (HoS)
teachers on the quality of teacher-student relationships, to enhance teachers’ commitment in community-based
highlighting the need for better understanding and secondary schools (CBSS) within selected District Councils
collaboration to promote positive relationships, essential for in Kilimanjaro region, Tanzania. It aimed to assess how these
student success. direct interactions affect teachers’ dedication. Data were
collected from HoS and teachers, using Likert scales for
Similarly, Table 2 shows that 52.3% of HoS disagree or responses, detailed in Tables 4 and 5. The scales include five
strongly disagree that teachers understand students’ problems options: Strongly Agree (SA), Agree (A), Undecided (U),
and provide assistance before imposing punishment, with a Disagree (D), and Strongly Disagree (SD) were used as
mean score of 2.76. Conversely, Table 3 reveals that 47.1% response options, with 21 responses from Heads of Schools
of teachers agree or strongly agree with this approach, (HoS) and 252 from teachers.

Table 4: HoS Response on Face–to–Face Meeting HoS Leadership Strategy (n=21)

Statement SA (%) A (%) U (%) D (%) SD (%) Mean 𝑿̅
I can meet with my teachers during my weekly 8(38.0) 9(42.9) 1(4.7) 2(9.6) 1(4.7) 4.00
consultation time session.
To gain insight into the challenges teachers face, I 9(42.9) 9(42.9) 1(4.7) 2(9.6) - 4.19
confer with them before making any decisions
relevant to them.
I always go directly to the source of information 8(38.0) 9(42.9) - 3(14.2) 1(4.7) 3.95
when I hear something about one of my teachers.
My teachers are allowed to come see me and talk to 10(47.6) 7(33.3) 1(4.8) 3(14.3) - 4.14
me about anything related to their social and
professional lives.
My ability to involve my teachers in joint planning 9(42.9) 9(42.9) - 2(9.5) 1(4.7) 4.10
and decision-making is a major factor in our
school’s professional success.
When their professional or personal affairs are in 8(38.1) 8(38.1) - 4(19.0) 1(4.8) 3.86
my hands, my teachers feel considerably safer.
I discuss ideas with teachers to gain their advice 11(52.3) 7(33.3) - 2(9.6) 1(4.8) 4.19
before starting anything at school.
The transparency that I enabled among all staff 8(38.1) 9(42.9) - 3(14.3) 1(4.7) 3.95
members makes my teachers proud.
When I give my teachers an assignment, they put in 9(42.9) 8(38.1) 2(9.6) 1(4.7) 1(4.7) 4.10
a lot of effort because we have discussed it
beforehand.

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Teachers confide in me about family issues that 6(28.6) 9(42.9) - 5(23.8) 1(4.7) 3.67
they believe could interfere with their teaching.
Average Mean 4.02
Source: Field Data (2023)

Table 4 presents the responses of 252 teachers regarding ‘Strongly Agreed,’ ‘Agreed,’ ‘Undecided,’ ‘Disagree,’ and
the effectiveness of the face-to-face meeting strategy used by ‘Strongly Disagreed,’ and include a mean score to reflect
Heads of Schools (HoS). The responses are categorized into overall teacher perceptions of this leadership strategy.

Table 5: Teachers’ Response on Face–to–Face Meeting HoS Leadership Strategy (n=252)

Statement SA (%) A (%) U (%) D (%) SD (%) Mean 𝑿̅
Every week, my HoS provides a consultation - 96(38.1) 36(14.3) 120(47.6) - 3.07
schedule that enables me to meet with teachers.
My HoS used to consult with teachers before 24(9.5) 144(57.1) 12(4.8) 60(23.8) 12(4.8) 3.21
making decisions about them in order to
understand the difficulties they face.
My HoS personally asks a particular teacher 36(14.3) 72(28.6) 12(4.8) 132(52.3) - 2.87
about the truth whenever hear something
concerning him.
Teachers are free to discuss issues pertaining to 12(4.8) 72(28.6) 12(4.8) 108(42.8) 48(19.0) 2.81
their social and professional lives and to see HoS
My HoS’s ability to collaborate with teachers on 24(9.5) 156(62.0) 24(9.5) 48(19.0) - 3.33
planning and decision-making is a major factor
in our school's professional success.
When my personal or professional affairs are in 24(9.5) 144(57.2) - 84(33.3) - 3.30
the hands of my HoS, I feel considerably safer.
My HoS shares with teachers before starting 72(28.6) 72(28.6) 36(14.2) 60(23.8) 12(4.8) 3.13
anything at school to gain their advice.
Teachers take great pride in the transparency that 60(23.8) 96(38.1) 24(9.5) 60(23.8) 12(4.8) 3.06
my HoS has enabled among all staff members.
When HoS assigns me a task, we have a 72(28.6) 84(33.4) 48(19.0) 48(19.0) - 3.15
discussion about it prior to implementation, and I
work extremely hard on it.
I disclose to my HoS any family concerns that I 24(9.5) 132(52.4) 12(4.8) 84(33.3) - 3.04
believe could impair my performance.
Average Mean 3.10
Source: Field Data (2023)

The data from Tables 4 and 5 reveal notable 2.87, respectively. This suggests a proactive and transparent
discrepancies in perceptions between Heads of Schools (HoS) communication style within the school environment,
and teachers. Regarding consultation time availability, 80.9% fostering accountability and trust.
of HoS believe they provide sufficient weekly consultation
sessions, while only 61.9% of teachers agree, with mean Additionally, the data reveal a strong positive
scores of 4.00 and 3.07, respectively. This suggests potential perception of open communication and accessibility.
communication issues or inconsistencies in the According to Table 4, 81.0% of HoS believe teachers can
implementation of consultation schedules. For decision- approach them to discuss various issues, while 71.4% of
making involvement, 85.7% of HoS feel they consult with teachers feel comfortable discussing these topics with their
teachers before decisions, with a mean score of 4.19, while HoS, as shown in Table 5. This alignment indicates a
only 66.6% of teachers agree, reflected by a mean score of supportive and open school culture that encourages
3.21. This disparity indicates a possible communication gap collaboration and professional growth. Maintaining such
or differing perceptions of involvement. Addressing these communication channels is essential for promoting a positive
gaps could improve collaboration and ensure teachers feel school environment and strengthening relationships between
more included and valued in decision-making processes. leadership and staff.

The data from Tables 4 and 5 indicate alignment in Tables 4 and 5 present data that emphasise the
perceptions between HoS and teachers regarding the handling significance of team decision-making for school success.
of reports or rumors. Both groups agree that concerns are Table 4 indicates that 85.7% of Heads of Schools (HoS) think
addressed directly with the individuals involved. Specifically, that teachers should be involved in collaborative planning;
80.9% of HoS and 80.9% of teachers support the approach of this is indicated by a mean score of 4.10. On the other hand,
addressing concerns directly, with mean scores of 3.95 and Table 5 shows that 71.5% of teachers also think that HoS

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collaboration is important, with a mean score of 3.33. This Regarding face-to-face meetings, Table 4 indicates that
difference in perceptions suggests that there is a consensus HoS have a high mean score of 4.02, reflecting strong
regarding the importance of teamwork. satisfaction and perceived effectiveness of these meetings. In
Table 5, teachers report a slightly lower mean score of 3.10
Additionally, Tables 4 and 5 reflect a strong sense of but still view the meetings positively. This disparity suggests
security and trust regarding the handling of personal and that while both HoS and teachers acknowledge the value of
professional matters. Table 4 indicates that 76.2% of HoS face-to-face meetings in enhancing communication and
believe teachers feel safe with their management, showing a collaboration, there may be differences in their perceptions of
mean score of 3.86. Table 5 shows that 66.8% of teachers feel effectiveness (Bett et al., 2020). Overall, both sets of data
similarly secure, with a mean score of 3.30. These findings highlight the importance of improving alignment in
suggest a supportive environment, emphasizing the perceptions and further enhancing communication strategies.
importance of strong leadership for staff well-being
(Oberholzer & Boyle, 2023). C. Hypotheses Testing
To better understand how Heads of Schools (HoS) use
The data from Tables 4 and 5 highlight a discrepancy in in-person meetings as a leadership strategy and how
perceptions of teacher involvement in decision-making committed teachers are to CBSS in selected District Councils
processes. Table 4 shows that 85.6% of Heads of Schools in Kilimanjaro region, Tanzania, the researcher conducted a
(HoS) believe they consult with teachers effectively, with a study. The study determined how face-to-face HoS’s
mean score of 4.19. However, only 57.2% of teachers agree leadership strategy affect teachers’ commitment. To
with this view, reflected by a mean score of 3.13 in Table 5. determine the relationship between HoS leadership strategy
This suggests that while HoS feel they engage teachers well, and teachers’ level of commitment, multiple regression
teachers perceive less involvement. Improving analysis was utilized.
communication and transparency is crucial to address this gap
and enhance collaboration (Dahal, 2023).  Null Hypothesis (H0): There is no significant relationship
between face-to-face meetings head of school leadership
Additionally, Tables 4 and 5 reveal a generally positive strategy and teachers’ level of commitment in community-
perception of transparency within the school. Table 4 based secondary schools in Kilimanjaro region,
indicates that 81.0% of HoS believe their transparency efforts Tanzania.
make teachers proud, with a mean score of 3.95. In contrast,
Table 5 shows that 61.9% of teachers feel the same, with a D. Assumptions
mean score of 3.06. This disparity suggests that while HoS Important presumptions for multivariate analysis were
see their transparency efforts positively, teachers report addressed to assure validity and reliability in the study
slightly less pride. Aligning communication on transparency assessing the impact of in-person meetings as a leadership
initiatives can help ensure consistent engagement and support strategy by Heads of Schools (HoS) on teachers’ commitment
from all staff members (Kenneth et al., 2020). in CBSS in Kilimanjaro region, Tanzania. Timm (2004) lists
these presumptions as linearity, independence,
The data from Tables 4 and 5 indicate a relatively high homoscedasticity, normality, lack of multicollinearity,
level of trust and communication between Heads of Schools absence of significant outliers, and accurate model
(HoS) and teachers regarding personal matters that may specification. Before hypothesis testing, a normalcy test was
impact teaching. Table 4 shows that 71.5% of HoS agree or run. To determine if the independent variables significantly
strongly agree that teachers confide in them about family impact the dependent variable, tests such as F-tests or chi-
issues affecting their teaching, with a mean score of 3.67. In square tests were used. Table 6, the Omnibus Tests of Model
contrast, Table 5 shows that 85.7% of teachers feel Coefficients, assessed the overall statistical significance of
comfortable sharing such concerns with their HoS, reflected the regression model’s coefficients.
by a mean score of 3.04. This suggests that while most
teachers are comfortable sharing personal issues, there is
room for improvement in fostering open communication
(Keiler et al., 2023).

Table 6: Omnibus Tests of Model Coefficients

Chi-square df Sig.
Step 1 Step 106.642 6 .000
Block 106.642 6 .000
Model 106.642 6 .000
Source: SPSS Output (2023)

Table 6 demonstrates a significant correlation between association between the predictors and the outcome. The p-
teachers’ commitment (dependent variable) and the value of .000 confirms that this link is highly significant.
independent variables, which include face-to-face meetings,
HoS leadership strategy, and other factors. The chi-square
value of 106.642 with 6 degrees of freedom indicates a strong

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Table 7, the Model Summary table, provides details on Adjusted R Square. These statistics evaluate the model’s
the regression model’s fit and predictive ability. This includes overall significance and its effectiveness in explaining the
the F-statistic, p-value, standard error, R, R Square, and variance in teachers’ commitment levels.

Table 7: Model Summary

Step -2 Log likelihood Cox & Snell R Square Nagelkerke R Square
1 218.161a .345 .476
a. Estimation terminated at iteration number 7 because parameter estimates changed by less than .001.
Source: SPSS Output (2023)

The model summary, which describes the fit and results show that the model explains a substantial portion of
performance of the logistic regression model, is presented in the variation in teacher commitment but also suggest that
Table 7. The model's fit is indicated by the “-2 Log other factors should be investigated.
likelihood” value of 218.161; lower values suggest a better
fit. The “Cox & Snell R Square” value of 0.345 and the Table 8, titled “Variables in the Equation,” provides
“Nagelkerke R Square” value of 0.476 indicate that the model detailed information for each predictor variable in the model,
accounts for approximately 34.5% and 47.6%, respectively, including coefficients, standard errors, Wald statistics,
of the variation in teachers’ level of commitment. These significance levels, odds ratios, and confidence intervals.

Table 8: Variables in the Equation

B S.E. Wald df Sig. Exp (B) 95% C.I. for EXP (B)
Lower Upper
Face-to-face 2.639 .503 27.558 1 .000 13.998 5.226 37.493
Constant -1.296 .777 2.785 1 .095 .274
a.Variable Entered on Step 1: Qualification, Years, and Face-to-Face Meetings
Source: SPSS Output (2023)

Table 8 presents the results of a logistic regression areas needing improvement, such as task completion. In
analysis examining the relationship between the leadership contrast, teachers rate their commitment higher, particularly
strategy of Heads of Schools (HoS) and the level of in innovative teaching and student support, indicating
commitment among teachers at Community-Based potential communication gaps or differing interpretations of
Secondary Schools (CBSS) in Selected District Councils in commitment levels. Addressing these differences is crucial
Kilimanjaro region, Tanzania. for improving mutual understanding and enhancing teacher
commitment.
Face-to-face meetings and teachers’ commitment have
a significant positive relationship, according to Table 8’s The study also concluded that face-to-face meetings
hypothesis testing, with a p-value less than 0.001. Even after between HoS and teachers are crucial for shaping teachers’
accounting for other variables, the nearly 14 odds ratio commitment. HoS reported high satisfaction with these
indicates that teachers who attend in-person meetings are meetings, viewing them as effective for communication and
much more likely to demonstrate greater commitment than collaboration. Teachers also viewed them positively, though
those who do not. These findings highlight how important slightly differently from HoS perceptions. Both groups
direct communication and interpersonal relationships are to agreed that these meetings contribute to a positive school
raising teacher commitment. According to Moslehpour et al. culture and professional success, which can enhance teacher
(2019), enhancing in-person meetings in educational settings commitment. Hypothesis testing confirmed a significant
may increase teacher commitment, job satisfaction, positive relationship between face-to-face meetings and
teacher commitment, emphasizing the importance of direct
Improving face-to-face meetings in educational settings communication in fostering commitment and suggesting that
could boost teacher commitment, job satisfaction, and improving these interactions can boost teacher commitment
retention, as highlighted by Moslehpour et al. (2019). and support a positive school environment.
Understanding the variables impacting teachers’ level of
commitment in CBSS in Kilimanjaro region requires RECOMMENDATION
knowledge of this material.
 The Following are Recommendations Based on the
VI. CONCLUSION Study’s Results and Conclusions as Follows:

The study found a significant gap between Heads of  Increase Frequency and Quality of Meetings: Enhance
Schools (HoS) and teachers regarding teachers’ level of communication and understanding by increasing both the
commitment in CBSS in Kilimanjaro region, Tanzania. HoS frequency and quality of face-to-face meetings between
perceive a moderate level of commitment, noting strengths in Heads of Schools (HoS) and teachers. Implement
schedule adherence and student relationships but identifying structured feedback systems to allow both parties to

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ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24AUG266

express their perceptions and concerns, thereby fostering [4]. Arnold, E., & Mwila, P. M. (2022). Teacher
mutual understanding. Professional Code of Conduct: Its effect on Teaching
 Review and Update Guidelines: The Ministry of and Learning Process in Public Secondary Schools in
Education, Science, and Technology (MoEST) should Busega District, Simiyu, Tanzania. International
review and update the School Supervision and Journal of Research and Innovation in Social Science
Management Team (SSMT) guidelines to include (IJRISS), Volume VI(IX).
effective face-to-face meeting strategies. This update [5]. Atalay, M., & Ayik, A. (2023). Executive Opinions on
should focus on enhancing teacher commitment through Factors Affecting Teachers’ Organizational Loyalty.
improved communication practices. Policymakers should Social Science Development Journal.
prioritize leadership strategies that significantly boost [6]. Bett, N. K., Allida, V. B., & Mendoza-Role, E. (2020).
teacher commitment, particularly those involving Factors Influencing Professional Commitment of
effective communication. Public Secondary School Teachers in Trans-Nzoia
 Comprehensive Leadership Training: Provide in-depth West Sub-County, Kenya. G-Card; East African
leadership training for Heads of Schools (HoS) focusing Journal of Education and Social Sciences, Vol. 1(No.
on effective face-to-face meeting strategies. This training 2), 65–73.
should equip HoS with the skills to conduct productive https://doi.org/10.46606/eajess2020v01i02.0022
meetings, foster teacher commitment, and improve the [7]. Bratchuk, H., & Smith, P. (2023). Overcoming of
overall school environment. Emphasize the importance of communication barriers in the classroom. EIKI
interpersonal communication, active listening, and Journal of Effective Teaching Methods, 1(1).
collaborative problem-solving during these sessions. https://doi.org/10.59652/jetm.v1i1.6
 Encourage Continuous Professional Development: [8]. Cohen, L., Manion, L., & Morrison, K. (2018).
Promote ongoing professional development opportunities Research Methods in Education ((8th ed.)).
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their roles. Offer workshops, seminars, and other training [9]. Dahal, G. (2023). Collaborative Mentoring for In-
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