<![CDATA[Secondary schools require leadership arrangements that distribute managerial and supervisory work beyond the head of school. This study examined how delegated leadership was implemented in Kinondoni Municipality, Tanzania. The article focuses on assessing the implementation of delegated leadership practices. A mixed-methods approach and explanatory sequential design were used. The sample comprised 417 participants: 400 students, eight class teachers, four academic teachers, three head teachers, and two Ward Education Officers. Students were selected through stratified random sampling, while education stakeholders were purposively selected. Questionnaires, semi-structured interviews, observations, and documentary reviews generated the data. Following permission and consent for the study, questionnaires preceded interviews; observations and school records provided corroborating evidence. SPSS version 28 produced frequencies, percentages, means, and standard deviations, while qualitative evidence was analysed thematically using Braun and Clarke’s six phases. Triangulation across four instruments supported validity and credibility; however, the source study reported no numerical reliability coefficient. Ethical safeguards included institutional and municipal approval, voluntary participation, adult written consent, parental consent for minors, anonymity, confidentiality, and protection from harm. Delegated leadership was implemented moderately: effective delegation and improved accountability each attracted 47.0% agreement; responsibility for outcomes, 42.8%; teacher participation, 40.8%; and clear communication of responsibilities, 36.8%. Means ranged from 2.96 to 3.27. Interviews identified centralization, inadequate authority, limited training, resistance, and uncompensated workload. The study concludes that delegation exists but often transfers tasks without sufficient clarity, authority, or preparation. It recommends written delegation structures, commensurate decision authority, leadership development, supportive monitoring, teacher participation, workload recognition, and periodic implementation audits]]>
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