Enhancing Innovative Teaching in Public Secondary Schools: Evidence from Leadership Practice in Itigi District, Tanzania

Abstract

This study examined the role of school leadership in enhancing innovative teaching practices in public secondary schools in Itigi District, Tanzania. Guided by the Distributed Leadership Theory and a pragmatist research philosophy, the study employed a mixed-methods convergent design, combining questionnaires and interviews with 65 teachers and heads of schools across five secondary schools. The main objective was to enhance innovative teaching in public secondary schools through evidence from leadership practice, while the specific objectives were: (i) to assess the leadership practices of the heads of schools in public secondary schools, and (ii) to analyse the contribution of these leadership practices to innovative teaching strategies. Findings revealed that heads of schools demonstrated strong leadership practices in areas such as goal-setting, monitoring progress, promoting teamwork, and leading by example, which significantly influenced teacher motivation and pedagogical innovation. However, weaknesses were noted in communication, recognition, and participative decision-making, which limited broader teacher engagement. Importantly, leadership influence on technological integration was found to be inconsistent, with inadequate resources, training, monitoring, and strategic alignment constraining ICT adoption and innovative digital pedagogy. The study concludes that while leadership practices in Itigi District positively support innovation, greater emphasis on participative leadership, teacher recognition, structured feedback, and digital capacity-building is necessary. Strengthening these areas would foster sustainable innovation, enhance professional growth, and promote effective technology integration in Tanzanian secondary schools.