Unlocking Leadership Competencies Among Heads of Schools in Tanzania Rural Settings

This study examined how heads of schools acquired leadership competencies for leading schools in Tanzania rural settings. To achieve this purpose, a qualitative research approach with a descriptive case study design was employed. Semi-structured interviews were used for data collection. Purposive sampling was employed to select 14 heads of schools. Data were thematically categorized, coded, and analyzed verbatim. The findings revealed professional storytelling, utilizing life experience, engaging in professional development opportunities, and active engagement with staff and students were employed to acquire leadership competencies. Thus, the government should strengthen both informal and formal learning to increase leadership capacity for leading schools.