Effective Implementation of Heads of Schools Recognition Leadership Strategy On Improving Teachers' Level of Commitment in Community Based Secondary Schools in Kilimanjaro Region - Tanzania

Volume 8, Issue 8, August 2023 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
Effective Implementation of Heads

of Schools Recognition Leadership Strategy
on Improving Teachers’ Level of Commitment
in Community Based Secondary Schools in
Kilimanjaro Region - Tanzania
MSAMI KANUTI1, REV. PETER SIAMOO (PhD)2, GADI M. KODA (PhD)2
1
PhD Candidate Mwenge Catholic University (Tanzania)
2
Faculty of Education, Mwenge Catholic University (Tanzania)
Abstract:- This study examined the effective Keywords:- Head of School (HoS) Recognition Leadership
implementation of Heads of Schools (HoS) Recognition Strategy, teachers’ level of commitment, Quality Education
Leadership Strategy on improving teachers’ level of and Effective Implementation.
commitment in community-based secondary schools
(CBSS) in Kilimanjaro Region, Tanzania. Instructional I. INTRODUCTION
leadership theory guided the study. Qualitative research
approach was employed by using a correlational cross- Kilimanjaro Region, like any other region in Tanzania,
sectional survey design. The study employed teachers and has a major role in providing quality education for sustainable
student’ questionnaires for data collection from a target development of her community and entire country. More
population of 225 community-based secondary schools in efforts have been made to ensure good investment in teaching
Kilimanjaro Region, Tanzania. Respondents were 360, of and learning activities. As a result, 225 (out of 3,683
whom 115 were teachers out of 120 who were selected and nationwide, which is 5.8%) secondary schools are now found
240 were students from three district councils selected by in the region (BEST 2020). In the region, each ward has one
simple random sampling technique in the region. The community-based secondary school (CBSS), which enables a
questionnaires for data collection were validated before large number of students completing standard seven with a
data collection by using experts in the research field at pass mark (Grade C in the National Examination Results) to
be enrolled in these schools. With this investment, teachers
Mwenge Catholic University (MWECAU) and others in
are still considered an influential factor in quality education
the field of education administration. Questionnaires’
reliability was ensured by using Cronbach’s alpha that enhances students’ best learning processes, regardless of
technique at 0.974 and 0.906 for the teachers and students other factors and challenges present (Akbari & Malagi,
respectively after pilot testing study. Data were analysed 2017).
using frequency, percentage, and the mean score Teachers’ commitment to providing a high-quality
presented in tables. The findings indicated that at a mean education is reflected in their of effort and involvement
of 4.1 (82%), teachers agreed that the HoS recognition (Mpaata & Mpaata, 2019). Teachers who are committed
strategy enabled them to work hard, and as a result, the demonstrate various organizational and personal outcomes,
students’ academic performance was raised from time to such as turnover, performance, and their intention to stay or
time. This implied that the greater majority (82%) of HoS leave (Victor, 2017). In CBSS, a committed teacher was
in CBSS in Kilimanjaro Region know the implications of regarded as a great asset. Towards this end, different scholars,
recognising teachers in their schools, and they use this such as Ayandoja, Aina, and Idowu (2017), observed that a
strategy. The Chi Square technique used to test committed teacher was hardworking and less inclined to
hypothesis of p-value of 0.019 at 0.05 consequently null leave the workplace.
hypothesis was rejected hence, there was a significant
relationship between HoS recognition leadership strategy Moreover, teachers’ commitment can be measured by
and teachers’ levels of commitment. The study concluded how involved they are and how much they support the
that there was a significant relationship between HoS decision. Commitment is a crucial aspect to be enhanced and
recognition leadership strategy and teachers’ level of nurtured among school teachers. At the school level, teachers'
commitment in community-based secondary schools in commitment is seen as having an impact on the success of
the Kilimanjaro region of Tanzania. The study education and schooling in the future as well as school
recommended that Hos should employ a recognition effectiveness, teacher satisfaction, and teacher retention, as
leadership strategy in order to improve teachers’ levels of well as job performance, absenteeism, and staff turnover
commitment. Furthermore, teachers should spend more (Mpaata & Mpaata, 2018). At the student level, it is
of their time assisting students’ learning. discovered that teachers' commitment levels have an effect on
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students' academic performance and school-related attitudes. hampered the desired educational outcomes. Example:
(Mahzan & Nordin, 2021). Twaweza (2016) reported a high rate of teachers’
absenteeism in school and class that ranged between 11% and
According to Mpaata & Mpaata (2018), the level of a 30% in Kenya, Tanzania, and Uganda, while in Tanzania in
teacher's commitment is determined by how much time and particular the rate of teachers’ absenteeism was high at 25%.
effort they devote to assisting students in learning regardless Bestowing to the Teachers Service Department's (TSD) 2017
of their academic challenges or social backgrounds and report, teacher misconduct was one of the major impediments
encourage their social integration in the classroom (Lai & to teachers' dedication and subpar instruction.
Han, 2020). They make a connection between their scholars'
academic success and the symbolic incentives they get from Additionally, other education stakeholders, such as the
other people, including other students, parents, the Northern-Eastern Education Quality Assurance Department
administrator, and district authorities. As a result, teachers' (EQAD), Kilimanjaro Regional Education Officer (REO),
commitment can be described as their sense of devotion to the and Moshi Municipal Secondary Education Officer (MSEO),
school as a workplace through upholding its ideals and claimed in their 2018–2020 school visit reports and
objectives. assessments that teachers were lacking commitment to their
job. This was reported by Kilimanjaro REO during the HoS
Additionally, several stakeholders reported teachers' Region Meeting on March 16, 2020, as found in Table 1.
levels of dedication to the teaching and learning process at
various times and on various occasions, which eventually
Table 1: Indicators of lack of Teachers’ Commitment

Teachers’
Absenteeism Unprepared Assistance to Quarrels with Disciplinary Family
Year
(%) Lessons (%) students (%) HoS (%) cases (%) excuses (%)
2018 21 32 78 13 8 36
2019 18 28 82 11 3 38
2020 20 24 84 7 5 27
Average 19.7 28.0 81.3 10.3 5.3 33.7
Source: Kilimanjaro school follow-up visit report 2020 by REO
Table 1 shows a great fall in teachers’ commitment to Due to this, the Ministry of Education, Science, and
their work. For three years, school follow-up leaders reports Technology (MoEST) made the decision to launch the
revealed 19.7% of teachers’ absenteeism, 28.0% were not Secondary School Management Toolkit (SSMT) as a
preparing their academic teaching documents regularly, practical manual designed to give HoS various managerial
18.7% did not dedicate their time to assist students’ academic skills that they can use in their daily supervision to increase
and life challenges, 10.3% had quarrels with their HoS, about teachers' commitment. (URT, 2015).
5.3% had an indiscipline case attended by the Teachers’
Service Commission (TSC), and 33.7% had some excuses at One of the HoS leadership strategies proposed by
their workstation due to family issues. SSMT is the recognition strategy. The strategy by itself
requires HoS to have different ways of recognizing and
The observed teachers’ absenteeism tendency, teaching appreciating teachers’ performance. Official rewards can also
without proper lesson preparation, lack of time to assist be given to teachers during special school events like
students having learning challenges, and others with graduation day or Parents’ Day after having a clear and open
indiscipline cases pertaining to their core education function system for how the best performers can be identified. Other
in school, indicates a low level of commitment to work. This recognitions can be in the form of oral words or a letter of
requires HoS to employ an effective leadership strategy to appreciation. This study evaluated the leadership approach of
alleviate the situation. If the situation remains unchanged HoS recognition's effectiveness in raising teachers' levels of
with time, it will lower students’ academic achievement in commitment in community-based secondary schools in
their final examinations, and the whole goal of them being in Tanzania's Kilimanjaro area.
school for four years will end up in vain. The government
budget invested in education and the education goal will II. STATEMENT OF THE PROBLEM
never be attained, and the future and dreams of students will
never be reached. The lack of clearly visible intended outcomes from the
teaching and learning process has raised questions about the
The primary responsibility of the HoS at the school is level of dedication among teachers in Tanzania's secondary
to use a variety of tactics when supervising teachers to ensure community-based schools. For instance, Twaweza (2016)
that the teaching and learning process is effective and that found that teacher absenteeism is a problem, with rates
they are dedicated to their positions. With effective HoS ranging from 11% to 30% in Kenya, Tanzania, and Uganda,
leadership strategies in place, it is expected that teachers will with Tanzania's rates being higher than those of all three
be committed to their job by maximizing their time to assist nations with 25% low attendance. Additionally, according to
students with learning difficulties (Mahzan & Nordin, 2021). the Kilimanjaro Regional Education Officer (REO) school

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visit report for the years 2018 to 2020, which was presented level of commitment. On the teachers’ side, they also
to the HoS meeting on March 16, 2020, teachers were absent benefited from students’ feedback on areas where they felt
from the classroom 19.7% of the time on average, 28% did assisted by teachers and found their learning smooth and
not prepare lesson plans, and 18.7% did not devote enough more effective. Also, the study highlighted areas where
time to helping students who were having trouble learning. students were not well assisted by their teachers while they
Furthermore, 10.3% had quarrels with HoS, 5.3% had were in need of a better learning process. On the students’
disciplinary cases, and 33.7% had family excuses that side, they benefited from this study as it was expected that the
hindered their commitment to work. outcome of the supervision of the provision of quality
education would be the better academic performance of
This fact led to a number of inquiries on the students, which would give them a chance to join higher
commitment of teachers to equipping themselves with all levels of learning and bring a better return on their
relevant paperwork and the students' course materials before educational investment.
class. Do HoS supervisors monitor instructors' adherence to
their profession's performance standards? Do teachers receive The results of this study were also anticipated to
praise and rewards for their effective instruction? Despite all contribute to the body of knowledge and comprehension of
of these investigations, there was still a lack of apparent the HoS leadership theories and tactics that were examined
tenacity in tackling the problems, and insufficient research and criticized. The fundamental goal of establishing
had been done in the Kilimanjaro region to deal with this community-based secondary schools in Tanzania was to
issue. The extent to which teachers execute their professional provide high-quality instruction, so when these findings are
teaching responsibilities indicates their level of commitment. put into practice, greater outcomes are anticipated in these
In order to fill this gap, the current study examined how areas. This study also provided evidence for the instructional
effective HoS leadership strategies were implemented to leadership hypothesis, which supports the idea that
improve teachers’ levels of commitment in CBSS in the educational leaders should play a role in enhancing the
Kilimanjaro region of Tanzania. teaching and learning process, in this case through praising
instructors' accomplishments. This increases their dedication
A. Research Question to their work.
One research question (RQ) that was used to lead this
study was as follows:: IV. THEORETICAL FRAMEWORK
RQ1: How does the HoS recognition leadership strategy
improve teachers’ levels of commitment in community-based This study is based on the instructional leadership
secondary schools in the Kilimanjaro Region? theory, which emphasizes the importance of an educational
leader in strengthening teachers' commitment to improve the
B. Research Hypothesis teaching and learning process. Having an improved teaching
This study was guided by one research hypothesis (H1), and learning process as a result of effective HoS leadership
as follows: - supervision can lead to high academic achievement in
H1: There is a significant relationship between HoS students' examinations. Thomas Sergiovanni, a pioneer who
recognition leadership strategy and teachers’ levels of created the instructional leadership theory, classified the
commitment. power of leadership into five areas in the early 1980s:
technical, human, educational, symbolic, and cultural.
III. SIGNIFICANCE OF THE STUDY (Sarkaya & Erdoan, 2016). The technical dimension includes
leadership functions such as organisational development
The study was intended to give the Ministry of activities, time management, and planning.
Education, Science, and Technology relevant information
about the effectiveness of the HoS Recognition Leadership On the other hand, the human component deals with
Strategy in raising teachers' levels of commitment in interpersonal interactions, including the principal's ability to
Tanzania's community-based secondary schools. This motivate others and his or her communication skills (Mukhtar
feedback would be used to revise the Secondary School & Fook, 2020). The principal's instructional role in directing
Management Tool Kit (SSMT) about the applicability of the the teaching and learning process falls under the category of
strategy towards its expected outcomes. Some adjustments instructional power. The ability of the instructional leader to
found in this study would be incorporated into the toolkit in act as a role model for what is vital for the school and what
order to get another edition. The revised edition would be fulfills the school's aims as well as to integrate with the
more practical as a guideline for HoSs of community-based organization's ideas and values is highlighted by symbolic
secondary schools in Tanzania for better supervision of the and cultural powers. (Wasserman & Yehoshua, 2016).
provision of quality education. Because of these requirements, a HoS must effectively serve
as an example of how the organizational vision and goals of
The study was also significant for educational the school should be achieved. Therefore, it is important to
stakeholders like HoS, teachers, and students. HoS, as the key have a specific strategy towards each end (i.e., teachers’
education supervisors at school level, would be enriched by commitment) and a thorough assessment of how far they are
the findings of the study. The findings suggested important effective.
techniques or aspects under the recognition HoS leadership
strategy that, when taken care of, would increase teachers’

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This theory observed at how an instructional leader good behavior; by doing so, it increased their level of
prioritizes instruction and learning, creates and commitment to work.
communicates school goals, plans and oversees the
implementation of the curriculum, keeps a close eye on Wenno (2016), in Canada, investigated the effect of
students' progress, maintains high visibility and a hands-on principal managerial leadership and compensation on physics
approach, and gives teachers and students incentives teacher performance in a senior high school in Baguala
(Mgonja, 2017; Choi & Gil, 2017). This study found that in District, Ambon. The study was designed under a quantitative
community-based secondary schools in Kilimanjaro, paradigm by using a questionnaire for data collection. The
Tanzania, the HoS leadership recognition strategy as findings reported a high correlation existed between principal
proposed by SSMT gives HoS a room to spare time for managerial leadership and teacher performance;
sharing with a specific teacher to find out strengths and compensation and performance; and the combination of
challenges that affect the teacher's performance and find principal managerial leadership and compensation with
together a better way forward that increases teachers' level of performance.
commitment.. In contrast to the prior study, the current study covered
all subject teachers in CBSS and used the Chi Squire Test to
The instructional leadership theory provides HoS with assess the association between the HoS Leadership Strategy
crucial instructions for managing the teaching and learning and teachers' commitment in CBSS in Kilimanjaro. The
process, which can increase instructors' dedication to their results of the reviewed study were similar to those from
jobs. It shows every method a HoS might use to improve the Tanzania, where scientific subjects perform badly in
results of the teaching and learning process. For instance, comparison to other subject combinations in six national tests
according to theory, the school's vision and aim should be due to a number of reasons, including teachers' recognition
clearly articulated and conveyed in order to effectively and reward (Lyanga & Chen, 2020). What was not clearly
supervise the teaching and learning process. Each teacher addressed in the reviewed study was how recognition was
should be held to high expectations and performance criteria used by HoS to enhance teachers’ commitment to their work.
set by the HoS. Therefore, the current study examined how this strategy is
supposed to be applied, whether orally, in writing, or
The theory focuses more on classroom teaching and sometimes by giving tangible rewards, for the purpose of
learning processes (the teacher’s life inside the classroom). It appreciating the good job performed by teachers in assisting
focused only on the teacher as a professional and ignored students’ learning and increasing their academic performance
personal needs by giving less consideration to factors like in their final examinations.
social factors. Before beginning the teaching process in the
classroom, these elements may, in one way or another, have The study by Thompson (2017) examined teachers'
an impact on teachers' performance. From the focus of this expectations of the leadership of educational leaders and also
study, an effective HoS leadership strategy should be one that looked into ways for rewarding and recognizing achievement.
enhances teachers' lives in and outside the classroom The study recommended that principals be encouraged to be
(curricular and extracurricular) for quality teaching and more careful and focused in paying attention to the dedication
learning outcomes. of employees and applauding them, as well as being attentive
in keeping all staff members to the highest levels of
Instructional leadership theory can be applied in performance. This was done taking into account the value of
education settings to improve teachers’ commitment to work. acknowledgment. This explains the significance of HoS
It addressed different strategies to be used by HoS as recognition and, occasionally, rewarding teachers who
instructional leaders to improve the teaching and learning exhibit a high level of interest in students' learning. In the
process (Sarkaya & Erdoan, 2016). As a consequence of reviewed study, issues like teachers setting their personal
strong assistance from their dedicated teachers, it is timetable for assisting students with learning difficulties were
anticipated that the teaching and learning process will boost discussed. The current study considered this one of the
students' learning and academic accomplishment in their final indicators of a high level of teachers’ commitment, and
exams. This can be done by a HoS who focuses on findings and recommendations were made on how to practice
instruction, has a hands-on approach, is goal-oriented, and CBSS in Kilimanjaro Region, Tanzania.
sets high expectations.
From the perspective of teachers working in high
V. REVIEW OF RELATED LITERATURE schools, Ucar (2021) in Turkey investigated the impact of
distributed leadership behaviors on teachers' organizational
The reviewed related literature was organized according commitment. 275 teachers were chosen for the study using a
to the research question based on the SSMT HoS Recognition straightforward random sample procedure. The dispersed
Leadership Strategy on enhancing teachers’ commitment. leadership behaviors of the school principals were used to
Researchers' contributions to this research mostly predict the participant teachers' organizational commitment
concentrated on the elements that affect teachers' using regression analysis. The study revealed that the
commitment and the link between principal leadership style distributed leadership behaviors of school principals were
and teachers' commitment. Furthermore, HoS was required to high in the areas of open leadership, school culture, employee
identify who performed their duties as well as praise their involvement, and dynamics, while the organizational
commitment levels of teachers were found to be low in the

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compliance area but high in the identification and In trying to determine what organizational leaders
internalization areas. should do to affect teachers' commitment, the reviewed study
agreed with the findings of the current study. According to
Despite the positive results of the previous study, it had what was believed in Tanzania (URT, 2015), if instructors
a different research environment than the current study, were dedicated to their jobs, it would also boost the academic
which required to determine how useful CBSS is in performance of the school. The reviewed study was limited
Kilimanjaro, Tanzania. The student-teacher ratio in these two to principals’ internalized moral perspective, while the
contexts differs, which can affect teachers’ levels of current study was limited to HoS recognition leadership
commitment. When considering CBSS, the student-teacher strategies for teachers’ externally recognizable teaching and
ratio is more than 45:1 (URT, 2015). For this ratio, teachers learning activities. Hence, the current study organized and
have a lot to do with students in classroom sessions, extra- examined the effective implementation of the HoS
curricular activities, and remedial classes. How this teacher is recognition leadership strategy on improving teachers’ level
recognized in these schools might differ from high schools. of commitment in CBSS in Kilimanjaro Region, Tanzania.
Additionally, Ucar, (2021) identified a link between
teachers' organizational commitment levels and the strategic In the same way, Samancioglu et al. (2020) looked into
leadership traits of school principals. The 3648 teachers how distributed leadership affected the commitment,
employed by the secondary educational institutions in Van organizational citizenship, and job satisfaction of teachers in
Province during the 2017–2018 academic year comprised the Gaziantep, Turkey. As a result of the study's findings,
research universe for the relational screening model. The teachers' work happiness, organizational citizenship
stratified sampling technique was used to select 558 teachers behavior, and organizational commitment all demonstrated a
as the sample for the study. Findings from the study show that statistically significant relationship with distributed
teachers believed school leaders exhibited strategic leadership. When it comes to dispersed leadership
leadership qualities consistently in the areas of subdimensions, the cohesive leadership team subdimension
transformational applications, managerial applications, and only had a statistically significant impact on work
political applications, as well as in the area of ethical satisfaction, however the leadership functions dimension had
applications. The level of teachers' organizational an impact on organizational commitment and organizational
commitment was found to be moderate, with low levels in the citizenship behavior as well. Likewise, the current study
internalization and compliance sub-dimensions. observed to what extent teachers were committed to their
work, as did the reviewed study. In the current study, the
Based on the reviewed study, it suggested that school researcher reduced the number of aspects under observation
principals might have an impact on teachers' commitment in in order to deal with them in depth and, from its findings,
various ways, which may also be relevant in CBSS settings. make critical recommendations that will help to improve
According to its objective, the study did not explore how teachers’ level of commitment in CBSS in Kilimanjaro,
recognition and leadership dimensions influence teachers’ Tanzania. The concentration was on aspects of HoS
levels of commitment. Due to this, the current study aimed to recognition and leadership strategy. The study explored
examine how this leadership dimension, as in the previous different alternatives that, when applied by HoS, would
study, improves teachers’ commitment. Hence, in order to fill improve teachers’ commitment in CBSS in Kilimanjaro
this gap, the current study in Tanzania's secondary school Region, Tanzania. These include how extracurricular
settings examines how HoS recognition leadership strategy is learning activities can be observed by HoS by visiting the
employed and improves teachers’ level of commitment in classes, laboratories, and organized discussion groups,
CBSS in Kilimanjaro Region, Tanzania. finding teachers’ presence, and appreciating the sport orally
or through writing.
In Malaysian secondary schools, Kasa et al. (2020)
investigated the impact of a principal's internalized moral Additionally, Cilek (2019) looked into how teachers'
perspective on teacher commitment. By upholding organizational commitment in Turkey was affected by the
subordinates' trust, fulfilling job requirements, and being able leadership style of school principals. To determine the impact
to accomplish change despite obstacles, authentic leadership of leadership size on teachers' organizational commitment,
principles served as an alternative to traditional leadership meta-analysis was employed as the calculation method. The
approaches in organizations. A quantitative survey using a study of the random effect model's findings revealed that
standardized questionnaire served as the research leadership had an extremely powerful and favorable impact
methodology. 254 instructors who were randomly chosen on teachers' organizational commitment. Teachers'
from 10 national secondary schools and were supervised by organizational commitment is more influenced by
principals made up the study's sample. The level of teachers' supporting, democratic, and transformational leadership
organizational commitment was assessed using a styles than by other leadership philosophies. The other
questionnaire on organizational commitment. The moderators selected for the research, with the exception of
internalized moral perspective factor of authentic leadership leadership styles, are not significant predictors of the
was found to have a substantial impact on teacher association between school leadership and organizational
commitment. commitment.

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The current study explored more of what was happening enhancing teachers’ levels of commitment. To increase
in the field as it involved teachers and students, who were the teachers' level of commitment, it is crucial for a HoS to have
study respondents. The data collected from the field a variety of tactics that allow them to be adaptable from one
compared to what was found in the documents provided a lot circumstance or context to another. The purpose of the
of room for the respondents to explore the real situation in the current study was to investigate how teachers are routinely
field. In academic settings, the outcomes take a long time to observed by HoS and motivated to work harder when
become vivid. Therefore, it calls on education supervisors to discovered supervising extracurricular activities in their spare
invest in enhancing teachers’ commitment so that they devote time. When they devote their free time to helping slow
more of all they have to assist students as the key performance learners in their remedial programs, how are they recognized?
indicators of their commitment. Hence, the current study All of these factors prompted the researcher to undertake this
conducted in CBSS in Kilimanjaro Region, Tanzania, where study, which compared the Cirebon District in Indonesia to
the information obtained helped the study report and the Kilimanjaro region of Tanzania to see how well the HoS
recommend how teachers’ commitment challenges were recognition leadership method worked to increase teachers'
handled by HoS by applying recognition leadership strategy. engagement in CBSS.
Similar to this, White (2021) investigated how to In the southern zone of the Sungai Petani District in
practice good instructional leadership while serving as a Kedah, Malaysia, Raman et al. (2015) investigated the
school administrator in order to increase their leadership connection between principals' leadership style and
effectiveness. Relationship building, encouraging growth and secondary school teachers' commitment. Teachers' surveys,
performance, and making the most of one's specific which were chosen at random from 10 schools, were used to
circumstances were all part of instructional leadership. gather the data. The results showed a substantial correlation
Because it still has a significant impact on a school's success, between teachers' commitment and the leadership styles of
the principal's function as an instructional leader should not principals. The current study, which looked at how leadership
be undervalued. The reviewed study concurred with the style affects teachers' commitment, agreed with the reviewed
current study in that it focused on finding a better way of study in terms of its character. The reviewed study
recognizing teachers based on what they were doing at commented generally that school leadership influences
school. The current study's findings aided in understanding teachers’ commitment. It was now the role of the current
the effectiveness of the HoS recognition leadership method study to examine specifically how recognition leadership
and its effects on the levels of commitment among teachers strategies enhance teachers’ levels of commitment. The study
at CBSS in Tanzania's Kilimanjaro Region. Teachers, as the had the role of finding out under what circumstances it is
great assertors in education settings, need HoS attention, recommended to recognize and appreciate teachers’
listening, and being appreciated. By doing so, it enhances performance for the purpose of increasing teachers’ levels of
their ability to work beyond the set limits, which in turn commitment in CBSS in Kilimanjaro, Tanzania, as proposed
benefits their learning and academic achievements in their by SSMT in URT (2015).
final examination. Hence, a good leader will always focus on
encouraging teachers in different ways to work hard for the Kean, Kannan, and Piaw (2017) did another study in
betterment of the school's goals. Malaysia that observed at the connection between teacher
dedication and principal leadership strategies. In particular
In addition, Setyaningsih & Sunaryo (2021) for teaching work, the study indicated that instructor
investigated strategies to enhance self-efficacy, job commitment was strong. A greater emphasis should be placed
satisfaction, and transformational leadership strengthening to in those programs on activities that have been identified by
boost teacher commitment. 1307 non-civil servant middle the study as having an impact on teacher commitment, such
school teachers in Indonesia's Cirebon District made up the as ongoing teaching improvement, teamwork, and school
study population, while 136 teachers made up the research climate.
sample. The findings indicated that improving
transformational leadership, self-efficacy, and job This study concurred with the reviewed one on the
satisfaction could boost teachers' dedication to their aspects considered in measuring teachers’ commitment as
profession. On the basis of Sitorem's analysis, the weak well as the aspects under the recognition leadership strategy.
indicators were strengthened by being corrected, resulting in Therefore, the current study recommends to all HoS to build
the following priority order for addressing the improvement up the teachers’ recognition and rewarding system, which
of indicators: For self-efficacy variables, 1. self-confidence will enforce teachers’ greater commitment to their daily
strength and 2. self-confidence announcement; 3. salary teaching roles and build teamwork and competition among
received; 4. promotions; and 5. supervision of supervisors; them for better academic outcomes in all CBSS in
for the job satisfaction variable; 6. the job itself; and 7. the Kilimanjaro Region, Tanzania.
self-efficacy variables.
At the Islamic school in the southern city of Tangerang
The reviewed study used transformational leadership in Indonesia, Firdaus, Akuba, and Purnamasari (2019) looked
strategies to improve teachers’ levels of commitment, while into the effects of leadership, motivation, and perceived
the current study employed recognition leadership strategies. workload on teacher commitment. The findings demonstrated
This shows that leadership strategy is very important in that leadership affects commitment by influencing perceived

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workload. The findings indicated that in order to boost The current investigation included both the top-
teachers' commitment, it is important to understand the performing and bottom-performing CBSS, in contrast to the
leadership style of the school's administrators (who serve as prior study. According to the study's findings, teachers
their direct supervisors). This will help us understand how require HoS attention, recognition, and appreciation of what
much work they believe they have to accomplish and prevent they are doing in order to enhance their level of work
them from feeling overburdened. Despite the two research' commitment, regardless of whether their schools are
distinct study environments, both concluded that the performing well or poorly. Depending on how HoS sets up
effectiveness of school leadership has an impact on the levels various recognition techniques, from oral to tangible,
of commitment among teachers. The recent survey also found teachers' best performance may be elevated to a higher level.
that there are many pupils in the classrooms at CBSS but few Therefore, the current study's goal was to determine how well
teachers. Based on this fact, teaching in CBSS is tiresome, the HoS recognition leadership method was implemented and
and if there is no HoS recognition and appreciation for these how much it increased teachers' levels of commitment in
teachers, their commitment level will always be low. Hence, CBSS in Tanzania's Kilimanjaro Region.
the study recommended what should be done by HoS for the
purpose of increasing teachers’ commitment in CBSS in Similar to this, Githiari (2017) in Kenya examined the
Kilimanjaro Region, Tanzania, compared to what was methods by which principals in Nairobi County develop the
reported in Indonesia. leadership skills necessary for efficient management of
Penezai & Shah (2021) also looked into teachers' secondary schools. The study's conclusions showed that pre-
perceptions of the leadership styles used by their school service, in-service, and on-the-job training were all necessary
principals and how such styles related to the teachers' to develop leadership skills. The reviewed study reported
commitment to their profession. A favorable and moderate effective management aspects that, when employed by school
association between leadership approach and teacher leadership, can improve teachers’ commitment. In the current
professional dedication was found by the study's findings. study, the HoS strategy under investigation did not ask him
The findings showed that most instructors believed their or her to undergo a process of training in order to be in a
principals used delegation-oriented leadership styles. It was position to apply it because the HoS appointed or in
discovered that teachers were dedicated to their careers as leadership since 2015 had already been given this SSMT Kit
educators. Teachers' commitment to their career was found to as their point of reference. What was required was to know
be significantly impacted by those who facilitate leadership these different strategies and the techniques they employed.
tactics. According to the study, principals' leadership tactics These aspects were like how HoS uses oral appreciation,
in Ziarat, Balochistan, have a substantial impact on teachers' incentives, and other psychological recognition to inspire a
professional commitment. teacher to do much more in the roles assigned to him or her.
That is why the current study specifically places its emphasis
This study concurred with the reviewed study that on examining how effective the HoS recognition leadership
school leadership strategies influence teachers’ levels of strategy employed to enhance teachers’ commitment in CBSS
commitment in their professional work. Due to this, the in Kilimanjaro Region, Tanzania, is.
researcher examined specifically how the recognition
strategy as proposed by SSMT used simple aspects of Ngusa (2018) attempted to identify variables related to
appreciating, acknowledging, and rewarding teachers’ good teacher involvement in research and publishing in the context
performance. Different areas, such as remedial teaching, of Tanzanian universities in Arusha. The survey found that
supervising extra-curricular activities, and using personal professors participate in and provide papers at conferences,
time to assist slow learners to improve their academic workshops, and research seminars. This was counted as one
excellence, demanded that the researcher conduct a similar of the strategies whereby the junior teachers learn from the
study that examined the effectiveness of the HoS recognition experienced ones. They get courage and learn how they were
leadership strategy in improving teachers’ levels of supposed to prepare, and finally, little effort is required from
commitment in CBSS in the Kilimanjaro region of Tanzania. their senior leaders as they learn through observation.
Ziduli, Buka, Molepo, and Jadezweni (2018) explored The reviewed study helped to establish an
the best fundamental leadership styles that principals in rural understanding of how educational leadership can use
secondary schools in South Africa might employ to increase different leadership strategies to enhance junior teachers
teachers' commitment. In the Eastern Cape Province's top- levels of commitment to their professional work. In its
performing rural schools, the study was carried out. It was investigation, recognition strategy by using psychological
thought that underperforming schools could pick up tips from encouragement, oral, written, and other tangible incentives
performing ones. Successful rural secondary school was not highly emphasized as among the many techniques
principals employed democratic and autocratic leadership under recognition strategy that can be used to improve
styles, while laissez-faire leadership styles had a negative teachers’ level of commitment. Therefore, the current study
impact on the culture of teaching and learning, according to a investigated and finally recommended different techniques
thematic analysis of the data obtained from interviews. The that can be used by HoS to appreciate teachers’ performance
Department of Basic Education should invest more time and in all professional dimensions, from classroom to extra-
resources on principal leadership development. curricular supervision and even supervision of remedial
classes in CBSS in Kilimanjaro Region, Tanzania.

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Additionally, Mwesiga & Malusu (2020) investigated The respondents were questioned about their attitudes
the effectiveness of teachers' dedication and school on the HoS recognition leadership method and the degree of
leadership in Tanzania's Kagera Region. The results showed commitment of the teachers, as well as their views, habits,
that teachers were highly committed to upholding their and preferences. As a result, a substantial number of
teaching duties. The commitment to teaching was, however, responses were contacted quickly. All 225 community-based
constrained by a number of issues, including insufficient secondary schools in the Kilimanjaro region, all 8245
training and frequent seminars, workshops, and professional teachers, and 104,160 students were included in the target
development; ineffective participation in school decision- population. Three district councils were chosen by a random
making; ineffective communication; some inept head sampling technique. Four schools from each DC (district
teachers; a lack of motivation; and an unappealing working council) were chosen for the study.
environment.
To pick 10 teachers from each school for the study, the
The current study and the one that was previously researcher utilized a straightforward randomization
examined both focused on factors that increase teachers' procedure. Through physical sampling and replacement, the
commitment levels when used by school administration. HoS hiring process for teachers was carried out. The activity was
in the current study engaged in a few aspects of the repeated with the students in each school, and 20 students
recognition strategy as proposed by SSMT. Recognition and were chosen at random to participate in the study. Since every
appreciation were there in the schools, but they were not component of the research population had an equal
structured or designed with the purpose of attaining a certain probability of being chosen, the simple random procedure
goal. Therefore, this study recommended different techniques was employed (Leavy, 2017). Additionally, survey research
with which they are supposed to engage in their daily designs with about 350 participants are advised by Creswell
activities, which will help improve teachers’ levels of & Creswell (2018). Therefore, a total of 360 participants (120
commitment in CBSS. These aspects ranged from oral teachers and 240 students) were selected to participate in this
appreciation to the reward system in the school, which states study.
the criteria to be observed so that a teacher can be recognized
by being awarded a certificate or given a certain incentive. By examining the content validity, a panel of specialists
in the field of study, including three seasoned researchers and
The role of school leadership in enhancing experts in postgraduate studies at Mwenge Catholic
organizational and teacher commitment in schools has been University, evaluated the validity of the instruments. Before
highlighted in various studies by Wenno (2016), Ziduli, the instruments were used in the field, their suggestions were
Buka, Molepo & Jadezweni (2018), Githiari (2017), and taken into consideration and improvements were made to
Mwesiga & Malusu (2020), according to the reviewed create the final version. The language clarity and ambiguities
empirical studies on the effective implementation of HoS of the tools were also reviewed, and these research
recognition leadership strategy globally, in Africa, East professionals critically evaluated the items to see if they
Africa, and Tanzania in particular. These, however, did not communicated the information being measured (Okendo et
investigate the HoS recognition leadership strategy's efficacy al., 2020).
in raising teachers' commitment in community-based
secondary schools in Tanzania's Kilimanjaro Region. This The researcher examined the questionnaire's reliability
knowledge gap made it necessary to carry out the present using the Cronbach's alpha coefficient to determine the
investigation. The goal of the current study was to determine reliability of the research instruments for items on the Likert
whether the HoS recognition leadership method was scale. The Statistical Package for Social Sciences (SPSS) was
successful in raising teachers' commitment in community- used to apply the algorithm to the questionnaire's Likert scale
based secondary schools in Tanzania's Kilimanjaro Region. items, and the alpha for each questionnaire was calculated. In
social science research, acceptable dependability is defined
VI. RESEARCH METHODOLOGY as a determined coefficient reliability value of 0.7 or higher
(Okendo et al., 2020). Section B Question 3 of the Teachers'
A correlational cross-sectional survey design was used Questionnaire had a Cronbach's alpha coefficient of 0.974,
in the study as part of a qualitative research methodology. The while Section B Question 3 of the Students' Questionnaire
study looked at how the SSMT HoS recognition leadership had a Cronbach's alpha coefficient of 0.906. Therefore, the
strategy was put into practice to raise teacher commitment tools were prepared to collect data from the intended audience
levels in CBSS in Tanzania's Kilimanjaro Region. Because as long as the numbers were greater than 0.700.
the sample was chosen from several schools at once to
provide a wide number of representatives, this design was For the analysis of quantitative data, descriptive and
adopted. Any survey approach is used to describe the inferential statistics were used. Data were gathered using
characteristics of respondents in order to develop ideas or surveys with Likert scales for descriptive statistics. Tables
generalizations about the community they represent, were created after the data was processed using frequencies,
according to Creswell & Creswell (2018). Additionally, it is percentages, and mean scores. The study question was taken
utilized to learn more about the current conditions, into consideration when interpreting the findings. Using the
requirements, and effectiveness of particular programs, Chi Square Test, inferential statistics were checked against
goods, or organizations. their presumptions at a 95% confidence level and a 5%
significance level. Due to the nature of the data that was

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gathered, this strategy was chosen based on its assumptions. VII. RESEARCH FINDINGS AND DISCUSSIONS
Its dependent variable employed categorical data to measure
four levels of instructors' commitment and was measured on A. HoS Recognition Leadership Strategy
an ordinal scale (i.e., included Likert items, e.g., a 5-point The study examined how HoS recognition leadership
scale from "strongly agree" through "strongly disagree"). strategy contributed on improving teachers’ level of
commitment in CBSS in Kilimanjaro Region, Tanzania. Data
were principally collected from teachers. Table 2 presents
specific research information whereby the Likert scale has
five points that the respondent could prefer as SA-strong
agree, A=agree, U-undecided, D-disagree, SD-strong
disagree, and n = 115.
Table 2: HoS Recognition Leadership Strategy

Statement SA(%) A(%) U(%) D(%) SD(%) ̅
Mean 𝑿
1. My school has recognition and reward
system which built teachers’ performance 42(36.5) 45(39.1) 6(5.2) 18(15.7) 4(3.5) 3.9
competition among us.
2. My HoS offer certificates for teachers who
has shown high level of commitment in 19(16.5) 42(36.5) 7(6.1) 38(33.0) 9(7.8) 3.2
teaching and extra–curricular duties.
3. My HoS words of encouragement to
teachers reduced social distance and
32(27.8) 52(45.2) 6(5.2) 20(17.4) 5(4.3) 3.7
enhanced me even to share my personal
secrete for attainment.
4. As we teachers being sure that any good
performance will be appreciated by HoS
37(32.2) 53(46.1) 6(5.2) 15(13.0) 4(3.5) 3.9
even orally no one is left behind in
devoting our time for teaching.
5. In our school the spirit of recognition is
working both to teachers and HoS when 27(23.5) 65(56.5) 7(6.1) 12(10.4) 4(3.5) 3.9
each one accomplish his roles.
6. I dare to rank number one this strategy
among other HoS strategies with
35(30.4) 60(52.2) 7(6.1) 11(9.6) 2(1.7) 4.0
immediate effect in teachers’ commitment
to work.
7. This strategy enabled us to improve
42(36.5) 55(47.8) 6(5.2) 8(7.0) 4(3.5) 4.1
students’ performance.
8. No period left untaught as far as teachers
knows that whoever accomplish his / her 38(33.0) 53(46.1) 4(3.5) 17(14.8) 3(2.6) 3.9
job will be appreciated.
9. My HoS has formal and informal ways of
39(33.9) 54(47.0) 7(6.1) 10(8.7) 5(4.3) 4.0
recognizing teachers’ accomplishment.
10. I acknowledge my HoS recognition and
33(28.7) 62(53.9) 5(4.3) 8(7.0) 7(6.1) 3.9
reward system established in my school.
11. The more HoS use varied recognition
techniques the more he / she wins 34(29.6) 63(54.8) 6(5.2) 10(8.7) 2(1.7) 4.0
teachers’ commitment to work.
12. I feel more valued as my HoS appreciate
42(36.5) 45(39.1) 7(6.1) 8(7.0) 3(2.6) 3.7
my performance.
13. When school academic performance
seemed to be high, I associated it with
38(33.0) 54(47.0) 3(2.6) 13(11.3) 7(6.1) 3.9
my HoS recognition and rewarding the
employees.
14. In my school teachers are
enthusiastically motivated as HoS pay 36(31.3) 63(54.8) 0(0.0) 12(10.4) 4(3.5) 4.0
attention to our human needs.
Average Mean 3.9
Source: Field Data (2020)

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Data in Table 2 indicates statements on how the HoS set very formal procedures, especially for those kinds of
Recognition Leadership Strategy was implemented in CBSS recognition that require some expenses to be offset from
in Kilimanjaro Region, Tanzania. The findings indicated that school revenues. Sometimes it can be organized in such a way
at a mean of 4.1(82%), teachers agreed on the aspect that the that parents and the school board can contribute to this
HoS recognition strategy enabled them to work hard, and as through parent contributions or through school income-
a result, the students’ academic performance increased from generating projects. The outcome of all these will benefit the
time to time. This implies that the majority (i.e., 82%) of HoS students’ learning and academic performance, and the whole
in CBSS in Kilimanjaro Region know the implications of school community will be considered the school that cares for
recognizing teachers in their schools. This method is teachers’ jobs.
employed to enhance students' academic performance on
final exams, which is the result of teachers' dedication to their On the other hand, the finding in Table 2 indicated that,
jobs. This was backed up by Thompson (2017), who at a mean of 3.9 (78%), teachers were neutral in different
contended that educators' expectations of educational leaders' aspects concerning HoS recognition and leadership strategy.
leadership should consider the value of recognition, These aspects were like how the HoS recognition and reward
encourage them to be more deliberate and focused in system in their schools has built teachers’ performance
recognizing and praising staff members' commitment, and be competition among them. To what extent teachers’ were
vigilant in holding all employees to the highest standards of appreciated by their HoS orally for their good performance;
performance. also, was there any period left untaught as far as teachers
knew that whoever accomplished his or her job would be
Furthermore, this can be done in different ways, like appreciated; they acknowledged their HoS recognition and
with a word of appreciation once a teacher accomplishes a reward system established in their schools; when school
certain assignment. Sometimes by preparing a special card of academic performance seemed to be high, they associated it
appreciation for teachers in one of the subject departments with their HoS recognition and rewarding them? All these
after getting a national examination result and being ranked implies that still there some issues which are not yet
as the first subject with high average performance in the understood by HoS about recognition leadership strategy so
school. This can be done during Form 4 graduation, where that it can be practiced smoothly. On the other hand, some
school board members and parents attend. The experience HoS are not involving teachers’ in planning how recognition
shows that teachers feel their efforts are highly valued and rewarding systems can be implemented in their schools.
towards students’ academic excellence and trigger a spirit of
working very hard so that they can maintain their position. This result was in contrast to Kirkiç & Balci's (2021)
Even other departments will work hard so that next time they conclusion that school administrators did not absorb the
get such recognition. Hence, having a well-structured values of their organizations whereas teachers generally did.
rewarding system will inculcate a good spirit of competition The institutional commitment of teachers was also crucial for
among subject departments, and finally, the students will the growth of students. In order to maintain the high levels of
benefit more as they will get enough teachers’ support during dedication among preschool teachers, administrators need be
their teaching and learning process. Even the HoS, school aware of their own leadership styles. If all these are not taken
board, and all other education supervisors will be recognized, care of, the effect of all this might be that teachers remain
though it was started by a single individual teacher’s unappreciated as they try at their level best to accomplish the
recognition in a school. roles entrusted to them, and finally, it might affect students’
learning and their academic performance. This is because
Additionally, findings in Table 2 illustrated that at a teachers in this study were considered the key to school
mean of 4.0 (80%), teachers agreed that they could dare to academic excellence.
rank HoS recognition leadership strategy number one among
other HoS leadership strategies as it has an immediate effect The mean (𝑿 ̅ ) of 3.7 (74%) in table 2 indicated teachers
on their commitment to work. Another aspect agreed upon at were undecided or were neutral about the following aspects
this mean was that HoS had formal and informal ways of of their HoS recognition strategy: their HoS words of
recognizing teachers’ accomplishments; the more HoS use encouragement to them reduced social distance and enhanced
varied recognition techniques, the more they win their them even to share their personal secrets for attainment; they
commitment to work, and in their schools, they are felt more valued as their HoS appreciated their performance.
enthusiastically motivated as HoS pay attention to their This implies that teachers failed to have evidence of whether
human needs. This implies that teachers in the CBSS like such aspects were practiced by their HoS. That means they
much recognition and should be formalized in order to avoid did not have enough evidence from their HoS that they use
any kind of personal bias. words that encourage them in their performance in such a way
that they can consider them friends or parents.
This finding was in line with those of Ucar (2021), who
looked at how high school teachers' organizational This was corroborated by Ucar & Dalgic (2021), who
commitment was affected by the dispersed leadership found a connection between teachers' organizational
behaviors of school principals. Teachers were highly commitment levels and the strategic leadership traits of
motivated as their school principals appreciated them and school principals. A low level in the compliance sub-
demanded it be a continuous culture in their schools as it dimension, a low level in the internalization sub-dimension,
enhanced good performance. It is also the role of the HoS to and a moderate level in the identification sub-dimension were

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observed for teachers' organizational commitment. Lacking principals and teachers. When a teacher's performance is
this kind of relationship in a school creates a very big gap and discovered to be higher in subject performance in the national
distance, whereby even a HoS can fail to get teachers’ test solely, HoS may occasionally believe that this is
feedback on what is taking place in the school. To correct this, permissible. But even the environment teacher in charge, the
the HoS should be alerted about the importance and effect of discipline teacher, and others can also be recognized in their
lacking these aspects for the better running of the school. performance. Therefore, HoS should not limit themselves to
academic performance alone; they are supposed to view
Furthermore, the mean (𝑿 ̅ ) of 3.2 (64%) in table 2 recognition as a broader aspect of enhancing teachers’
indicated teachers were undecided or were neutral that during commitment.
school events their HoS offer certificates for teachers who
had shown a high level of commitment in teaching and B. Teachers’ Level of Commitment
extracurricular duties. This implies that in their schools, such The study searched for teachers’ levels of commitment to
a program was not there, which is why teachers were not sure their core function as teaching professionals. The responses
if it was there or not. Moreover, HoS were not aware of how presented resulted from the question, "What is the evidence
much teachers feel valued when their performance is of teachers’ level of commitment at work in Kilimanjaro
recognized by their school leader. Community-Based Secondary Schools?". Responses from
students through their questionnaire are presented in Table 3.
This finding was contrary to Setyaningsih & Sunaryo Teachers’ levels of commitment were highly committed
(2021), who suggested that teachers’ recognition should be (HC), committed (C), low committed (LC), and not
formalized in all educational institutions where all important committed (NC).
criteria to be considered should be well known by school
Table 3: Teachers’ Level of Commitment

Statement HC(%) C(%) LC(%) NC(%) ̅
Mean 𝑿
1. My teachers attend classes according to the set time table. 136(56.7) 88(36.7) 15(6.3) 1(0.4) 3.5
2. My teachers encourage us to work in groups and also
134(55.8) 100(41.7) 5(2.1) 1(0.4) 3.5
assist our groups on how to perform better academically.
3. My teachers enabled me to improve my performance this
139(57.9) 92(38.3) 6(2.5) 3(1.3) 3.5
term compared to last term.
4. My teachers find private time at school to teach us periods
71(29.6) 97(40.4) 44(18.3) 28(11.7) 2.9
that were absent at school.
5. My class teacher used to ask my parent where I am when I
71(29.6) 98(40.8) 45(18.8) 26(10.8) 2.9
was absent to school.
6. My teachers before punishing students used to take time to
51(21.3) 84(35.0) 62(25.8) 43(17.9) 2.6
understand our problem first and help us.
7. I feel safer and freer to share with my teachers about my
41(17.1) 101(42.1) 61(25.4) 37(15.4) 2.6
internal life challenges.
Average Mean (𝑿 ̅) 101(42.1) 100(41.7) 26(10.8) 13(5.4) 3.0
From Table 3, the data reported the overall average methods that make me understand more about the subject;
mean of (𝑿 ̅ ) 3.0 (75.0%) of all students’ responses about teachers enable students to improve their performance from
their teachers’ level of commitment. This means that teachers one term to another. These measures of teachers' commitment
were moderately committed to their professional roles, which suggest that if the HoS wants to see truly committed teachers
helps facilitate quality teaching and learning processes. This in their schools, they should set standards and create efficient
also implies that HoS played their role of attending to systems that ensure that teachers automatically follow those
teachers’ professional and social needs, which gives them standards. By carrying out these actions, the school will
courage and the desire to work hard on helping students’ experience excellence in the teaching and learning process,
learning. This finding is supported by instructional theory, with good student academic performance on their final exams
which stipulates HoS behaviors that, once practiced, help and positive staff relationships serving as indications. Kean,
teachers feel that they are charged with students’ learning Kannan, and Piaw's (2017) study on teacher commitment
(Sarkaya & Erdoan, 2016). indicated that instructors were highly committed, particularly
to their teaching jobs, which corroborated these findings.
Responses in Table 3 revealed how teachers were
committed to students’ learning. Data reported at average Furthermore, from Table 3, data revealed an average
mean (𝑿̅ ) 3.5 (87.5%): teachers encourage students to work mean of (𝑿̅ ) 2.6 (65.2%) to 2.9 (79.0%) as teachers’ low level
in groups and also assist their groups on how to perform better of commitment. Areas that revealed this were: teachers didn’t
academically; teachers attend classes according to the set find private time at school to teach students periods that were
time table; teachers try to come up with different teaching lost due to their absence at school; class teachers didn’t ask

ISSN No:-2456-2165
students’ parents where they were when they were absent D. Assumptions
from school; teachers, before punishing students, didn’t take  It was assumed that both variables were categorical (i.e.,
time to understand students’ problems first and help them; scores were not used). That is, both variables take on
students didn’t feel safer and freer to share with their teachers values that are names or labels.
about their internal life challenges. All this implies that  All observations were independent. It was assumed that
teachers were just going to school to fulfil the law every observation in the dataset was independent. That is,
requirement of attending school in order to earn a salary at the value of one observation in the dataset does not affect
the end of the month. This was contrary to Mgonja (2017), the value of any other observation.
who argued that the HoS was charged with making sure that  Cells in the contingency table were mutually exclusive. It
the teaching and learning process took place smoothly by was assumed that individuals could only belong to one
applying different techniques and strategies when supervising cell in the contingency table. That is, cells in the table
teachers. And for applying the effective HoS leadership were mutually exclusive; an individual could not belong
strategies in place, it was expected that teachers would be to more than one cell.
committed to their job by raising their performance standards
with minimal supervision. E. Decision Rules
Decision Rule under a significant level of = 0.05 (two-
C. Hypothesis Test tailed): -
The researcher was interested in testing a hypothesis to  If the value of is > (0.05), the null hypothesis (Ho) will
check if there is a relationship between HoS recognition be accepted and the alternative hypothesis (H1) rejected.
leadership strategy and teachers’ level of commitment in  However, if the value of will be (0.05), the Null Ho will
CBSS in Kilimanjaro Region, Tanzania. The results are be rejected and the alternative hypothesisH1 will be
summarized in Table 4. accepted.
Ho: There is no significant relationship between HoS Before testing the hypothesis, the researcher checked
Recognition Leadership Strategy and Teachers’ Level of the assumptions and observed and tested the hypothesis.
Commitment.
Table 4: The Chi-Square Test for Null hypothesis Ho.

Value df Asymp. Sig. (2-sided)
Pearson Chi-Square 22.149a 9 .019
Likelihood Ratio 24.132 9 .013
Linear-by-Linear Association 6.727 1 .911
N of Valid Cases 240
Note: 6 cells (7.5%) have expected count less than 5. The minimum expected count is .08.
The results of the analysis in Table 2 showed that the VIII. CONCLUSION
value of ρ(0.019) was less than α(0.05). Therefore, the null
hypothesis (Ho) was rejected and an alternative hypothesis The study concluded that every teacher is professionally
(H1) was accepted. accountable for students’ learning, observing professional
rules and regulations in order to increase their level of
Hence, there was a significant relationship between commitment. Therefore, when teaching, they must display
HoS recognition leadership strategy and teachers’ levels of their personal competence, knowledge, abilities, beliefs, and
commitment, as supported by Mahzan & Nordin (2021), who determinations as one of the variables that could impact their
argued that for effective HoS leadership strategies to be in teaching commitment. Apart from that, heads of schools are
place, it is expected that teachers are committed to their job. charged with supervising teachers in their daily professional
This implies that in order for the HoS to win teachers’ performance, assisting them to solve their professional
commitment to their profession and extracurricular activities challenges, and applying appropriate leadership strategies to
at school, he or she should apply this leadership strategy. It improve commitment to work. There was a significant
demands that the head of school use a formal and informal relationship between HoS recognition leadership strategy and
recognition leadership strategy that acknowledges teachers’ teachers’ level of commitment in community-based
performance, ranging from oral appreciation to reward secondary schools in the Kilimanjaro region of Tanzania.
certificates or the use of incentives from the school budget.
This makes a teacher feel more valued and cared for, which IX. RECOMMENDATION
in turn helps them give maximum value during the teaching
and learning process and enhance students’ academic Based on the findings and conclusions of the study, the
achievement. researcher would like to bring forward the following
recommendations:
The Ministry of Education, Science, and Technology

should insist on the application of the HoS Recognition
Leadership Strategy as outlined in the Secondary School

ISSN No:-2456-2165
Management Toolkit (SSMT), Practical Guide for Heads of Teacher Commitment in Malaysian Secondary
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Effective Implementation of Heads of Schools Recognition Leadership Strategy On Improving Teachers' Level of Commitment in Community Based Secondary Schools in Kilimanjaro Region - Tanzania

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Effective Implementation of Heads of Schools Recognition Leadership Strategy On Improving Teachers' Level of Commitment in Community Based Secondary Schools in Kilimanjaro Region - Tanzania

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Volume 8, Issue 8, August 2023 International Journal of Innovative Science and Research Technology

Effective Implementation of Heads

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Table 1: Indicators of lack of Teachers’ Commitment

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Table 2: HoS Recognition Leadership Strategy

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Table 3: Teachers’ Level of Commitment

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Table 4: The Chi-Square Test for Null hypothesis Ho.

The Ministry of Education, Science, and Technology

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