The Influence of Head teachers’ Instructional Leadership Practices on Teaching Morale in Public Primary Schools: Evidence from Mwanza Region, Tanzania

The study assessed the influence of head teacher’s instructional leadership practices on teaching morale in public primary schools in Tanzania. Specifically, it examined how defining school mission; managing instructional program; and promoting school climate-focused practices influence combined effects of job satisfaction; professional commitment; and emotional well-being on teaching morale among primary school teachers in Tanzania. The study was grounded on Instructional Leadership Theory by Hallinger and Murphy (1985) and employed a convergent mixed design within the framework of a mixed methods approach in Ilemela and Misungwi District councils in Mwanza region, Tanzania. Questionnaire, interview and documentary review were employed for data collection from 352 respondents. The study revealed that, head teacher’s instructional leadership practices have a positive high influence on teaching morale (β=0.72, p<.001). However, the qualitative data indicated the moderate adoption of instructional leadership practices by the head teachers due to heavy administrative responsibilities such as supervising construction projects, financial management and procurement roles. Therefore, the study recommends the government to task school construction projects to qualified engineers, employ school accounts personnel to reduce administrative duties from head teachers for them to fully assume instructional leadership roles.