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All Journal Research and Innovation in Social Science Education Journal (RISSEJ)
Rose Ephraim Matete
University of Dodoma
Education Social Sciences Other

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Primary School Teachers’ Perspectives on Transformational Leadership and Academic Achievement Vicent Kayombo; Rose Ephraim Matete; Majiyd Hamis Suru
Research and Innovation in Social Science Education Journal (RISSEJ) Vol. 4 No. 1 (2026): June
Publisher : UM Purwokerto Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/rissej.v4i1.474

Abstract

Educational reforms emphasise leadership as a key driver of school effectiveness and improved learning outcomes among pupils. However, the implications of school leadership, particularly transformational leadership, for instructional improvement and pupil academic achievement in Tanzania remain unclear, despite ongoing policy interventions aimed at strengthening school leadership. This study is guided by the Path-Goal Theory, complemented by transformational leadership theory, to examine teachers’ experiences of transformational leadership and its implications for instructional improvement and pupil academic achievement. A convergent parallel mixed-methods design was employed, involving 382 participants. Of these, 356 primary school teachers were selected through simple random sampling, while 26 head teachers and Ward Education Officers were selected using purposive sampling. Data were collected through questionnaires and semi-structured interviews and analysed using inferential statistics and thematic analysis. The findings reveal that transformational leadership is widely practised and has a significant influence on teacher motivation, collaboration, and instructional practices, thereby indirectly enhancing pupil academic performance. However, inconsistencies in implementation were observed due to contextual constraints, such as limited leadership training and inadequate resources. The study recommends strengthening leadership capacity, enhancing institutional support, and promoting the consistent application of transformational leadership to improve teaching quality and learner outcomes.
Eksploring the Common Reading Difficulties in English Among Standard Six Pupils: Eksperience From Public Primary School in Tanzania Ebby Ngonyani; Rose Ephraim Matete; Johaiven Joel Kashaigili
Research and Innovation in Social Science Education Journal (RISSEJ) Vol. 3 No. 2 (2025): December
Publisher : UM Purwokerto Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/rissej.v3i2.350

Abstract

This study explored common reading difficulties among Standard Six pupils in public primary schools in Tanzania. Employing a qualitative approach with a phenomenological study design, data were collected through semi-structured interviews and focused group discussions (FGDs) involving 54 participants: seven (7) Head teachers, five (5) external school quality assurers, six (6) English teachers, and thirty-six (36) Standard Six pupils. Findings indicated that reading was a critical challenge among the pupils, particularly in areas such as fluency, decoding, comprehension, and vocabulary. Cognitive constraints, particularly memory issues, further exacerbate these difficulties. This study recommends targeted interventions, including the use of interactive instructional strategies and enhanced teaching and learning environments, such as access to learning materials and the utilization of teaching aids, to promote reading skills and memory retention among pupils.
Co-Authors Ebby Ngonyani Johaiven Joel Kashaigili Majiyd Hamis Suru Vicent Kayombo