Decentralization and the Autonomy of Heads of Devolved Secondary Schools in Tanzania. A Case Study

Master's Thesis from the year 2014 in the subject Pedagogy - School System, Educational and School Politics, grade: 4.07/5, , language: English, abstract: The purpose of this study was to find out how decentralization of the education system influenced the autonomy of the heads of public secondary schools. Quantitative research approach was adopted with a questionnaire survey design. Questionnaires with closed-ended and open-ended questions were administered to the heads of the government owned secondary schools. It was found that: the autonomy of the heads of secondary schools before decentralization was higher than their autonomy after decentralization; the political influences and the higher authorities¿ professional interventions affected the autonomy of the heads of the devolved secondary schools in decision making with high magnitudes; the political influences had the relative negative effect while the professional interventions had the relative positive effects; and decentralization of the education system imposed more negative improvement than positive improvement on the autonomy of the heads of the devolved secondary schools in decision making. The heads of the schools suggested for: the government to grant them more power and respect in decision making; close monitoring of schools in decision making by education stakeholders in a meaningful way; and making clear legal limits of the obligational responsibilities of the school management. The study recommends that the heads of schools should be granted more powers to run the schools through clear lines of responsibilities, than the prevalent situation. Furthermore, it is important to establish best decision making approaches in secondary schools.