The Impact of Administrative Overlapping Responsibilities on Promoting the Effectiveness of Heads of Schools in Kyerwa Public Secondary Schools in Kagera Region in Tanzania

Abstract

This study examined the impact of administrative overlapping responsibilities on the effectiveness of heads of schools in Kyerwa public secondary schools, using the Complementary Model of Political-Administrative Relations as a guiding framework. Employing a mixed-methods approach under an explanatory sequential design, the study involved 127 participants, 115 teachers, 5 heads of schools, 5 Ward Education Officers (WEOs), 1 District Secondary Education Officer (DSEO), and 1 District Quality Assurance Officer (DQAO), drawn from a target population of 505 individuals. Data collection methods included questionnaires for teachers and interviews for heads of schools, WEOs, the DSEO, and the DQAO, with SPSS Version 21 used for analyzing quantitative data and thematic analysis applied to qualitative data. The findings revealed that overlapping administrative responsibilities hinder the efficiency of school heads, resulting in unclear accountability, difficulties in accessing vital information, inefficiencies in school management, and delays in completing school activities. To address these challenges, the study recommends that education authorities and stakeholders clearly define the division of labor among decision-makers and policymakers, ensuring that roles and responsibilities are well-structured and effectively communicated. Additionally, adequate information should be provided on role demarcation, and collaborative partnerships between school heads and teachers should be strengthened to enhance operational efficiency. By implementing these measures, schools can significantly improve leadership effectiveness and overall institutional performance.