The Missions And Responsibilities Of Head Teachers In Rural Public Primary School In Tanzania The Case Of Moshi Rural District

Many leadership studies have demonstrated that, the primary school head teacher is the foremost administrator and organizer of all academic and management activities in the primary school hence, constitute a key position in the educational system. However, in many underdeveloped and developing countries very little studies are being carried out to investigate the missions and responsibilities of head teachers specifically the missions, job environment, rules and policies, role of government and factors affecting head teachers while performing their daily routine in rural public primary schools.Incessantly and deepening of primary educational reforms and the comprehensive introduction of quality-oriented education in Tanzania, from time to time head teachers have been paid more and more attention from people from every stratum. However, for a long time, primary school head teachers in several developing countries have mainly been playing the daily responsibilities as administers with little self-determination, independence and freedom regarding their missions and responsibilities. As a result, creative capability, positivity and enthusiasm have been restricted. The reasons can be outlined as the centralized administrative system of education and the planned economy. In particular, with the political and economic development of the nation and the gradually deepened educational systematic reforms, especially the current foundational course reforms, the role of head teachers are changing as well. Altogether, new themes and motives have been endowed to head teachers in the new century.Given these points,the main purpose of the study was to examine the missions and responsibilities of rural public primary school head teachers in Moshi rural district in Tanzania. Moreover, descriptive survey design was employed in this study hence, a self-designed questionnaires, interviews, and documentary analysis were used to collect related information and both were analyzed using frequency counts percentages scores, tables and charts.The study revealed that, the rules and policies govern head teachers responsibilities are not well realized due to environmental factors, inadequate funding and their job preparation description however, their daily activities emphasize on academic and teaching than administrative roles due to lack of clarity and adequate professional development, hence, their roles needs to be redefined and strengthened.Moreover, available literature seems to support that, in Tanzania changes in social environment, aims and process of education have put forward new requirements to school development, course management and teacher development. The roles of head teacher are required to make historical upgrades-head of school should take the roles as follows:designers of school development, creators of high-quality educational resources, promoters of teachers progress and students grow-up, managers of school courses, leaders of teaching, constructors of pleasant school environment, and researchers of acceleration of school advancement. The new roles must be reflected from three aspects:missions, service and leadership.Currently, changed managerial style of schools of local education administrations. Schoolmasters are occupied with executing commands from superiors and other administrative affairs. Seeking funds has been one of the most vital tasks of schoolmasters because the government cannot provide enough monetary support to schools. Schoolmasters are pursuing balances between commands from superiors, requirements from the society, and practical managerial work in daily school management. Several reasons contribute to the warp from expectations.To make the head teachers take the roles and achieve their missions accurately and to promote comprehensive development of schools, educational administrations should reduce functions and transfer its power to the low-level managers to give head teachers larger space to carry out their managerial authority. In addition, the administrators are expected to organize professional training for head teachers and department heads. On the other hand, to help head teachers to transfer their roles, and to improve their leadership. Finally, head teachers are expected to enhance recognition of their new roles and improve ability to better their service to front-line teachers and students. Under the background of promoting quality-oriented education and implementing new courses, schoolmasters are supposed to be the moral leaders and cultural leaders. Accordingly, new educational atmosphere is expected to be created by head teachers. In this process, leaders should bring positive and far-reaching effect to the development of schools and progress of both teachers and students.Therefore, it was recommended that, Induction courses and job preparation create opportunities and enhance abilities for new appointed head teachers before reporting to their new appointment. Orientation and preparation provides awareness and general entitlement in how to achieve their missions and recognize not only skills level but also the altitude and aspiration and challenges experienced professionalism and the school culture. The researcher maintains that, it is through head teacher’s missions and responsibilities that shape the school learning climate, performance and quality of education in the country. As has been noted, with appreciative inquiry to promote quality school construction,4D cycle that is to say, discovery, dream, design and destiny are requires. On the other hand, the findings of this study are important for policy makers to develop good policies, create awareness of challenges and appropriate mechanisms regarding the management of rural public primary schools in Tanzania.