Head teacher induction: the experiences of two head teachers in community secondary school, Tanzania

Date of Award


Document Type


Degree Name

Master of Education (MEd)

First Supervisor/Advisor

Dr. Jane Rarieya

Second Supervisor/Advisor

Dr. Mweru Mwingi


Institute for Educational Development, East Africa


Literature shows that head teachers play a critical role in managing the affairs of a school. To enable them to be efficient in this role, they need to be guided on how to do this especially if they are newly appointed.

Despite the importance of induction to new school leaders, very few studies have been conducted on how head teacher induction influences their leadership practice much less in community secondary schools in Tanzania. This study therefore sought to explore the head teacher induction on leadership practices in two community secondary schools in Mtwara Municipal Council in Tanzania. The study adopted a multiple case study approach where the main focus was on two head teachers. Other participants involved in the study included two deputy head teachers of the two school, six teachers, three from each school and sixteen students from both schools.

Data collection methods used were mainly the semi-structured interviews. Other methods were document analysis and observation.

Study findings revealed that head teacher induction enables head teachers in budgeting, school development planning, and setting school visions and missions, and gives them the confidence and awareness to enact leadership.

However, the findings revealed that head teacher induction courses were brief and hence not comprehensive enough in preparing the head teachers for their new roles.

This study therefore calls for an increased time period induction for head teachers so as to benefit from the same. The study also highlights significant issues for policy and practice with regard to head teacher induction.

This document is available in the relevant AKU library