<![CDATA[This study explored the role of school leadership in mitigating undesirable behavioural changes caused by students’ use of social media in public secondary schools in Ubungo Municipality, Dar es Salaam. Guided by Bandura’s Social Learning Theory, the study employed a qualitative research approach and a case study design involving 72 participants, including heads of schools, teachers, and students. Data were collected through semi-structured interviews and focus group discussions and analysed thematically. The findings revealed that excessive and unregulated use of platforms such as WhatsApp, TikTok, and Instagram contributed to behavioural challenges such as cyberbullying, academic distraction, inappropriate content sharing, and poor time management among students. School leaders mitigated these challenges through several strategies: counselling and psychosocial support, digital literacy and awareness campaigns, teachers’ involvement and monitoring, parental engagement, reinforcement of positive behaviour, capacity building for teachers, and development and enforcement of digital behaviour policies. These interventions promoted responsible digital engagement, strengthened online self-regulation, and enhanced students’ emotional and social well-being. The study concludes that effective and proactive school leadership is crucial in guiding students toward ethical and productive social media use. It recommends strengthening leadership capacity, digital citizenship education, parental-school collaboration, and continuous monitoring to foster safer and more responsible digital environments in Tanzanian secondary schools.]]>
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