Impact of leadership practices on the motivation of early childhood development teachers in Rusape urban primary schools: A qualitative research

This qualitative study investigates the influence of leadership practices on the motivation of Early Childhood Education Development (ECED) teachers in Rusape Urban Primary Schools. The study involved 25 ECED teachers from five primary schools and five school heads, using purposive sampling to ensure representation of government, town council, and Catholic schools. Guided by an interpretivist research philosophy, data were collected through focus group discussions with teachers and interviews with school heads. Thematic analysis was employed to identify recurring patterns and insights. Findings revealed that school leaders often fail to set clear goals, provide supportive working environments, facilitate professional development, recognise teacher achievements, or involve teachers in decision-making. Teachers reported feeling motivated when school heads applied principles of transparency, accountability, fairness, and responsibility. Motivated teachers demonstrated higher professionalism, applied diverse teaching strategies, and fostered positive learning environments. The study highlights the pivotal role of school leadership in shaping teacher motivation and educational outcomes. It recommends that the Ministry of Education provide leadership training for school heads, deploy social workers to support teacher welfare, and ensure consistent provision of teaching resources. The study underscores that effective leadership is central to sustaining teacher motivation, enhancing classroom performance, and achieving quality ECED delivery.