Influence of Instructional Leadership Practices on Efficient Resource Management in Public Secondary Schools in Kigoma-Ujiji Municipality, Tanzania

This study aims to provide actionable insights that can inform educational administrators about the efficient management of resources in public secondary schools. The study employed the Resource-Based Theory put forward by Penrose and the instructional leadership theory advocated by Philip Hallinger and Murphy Joseph. The study utilized a Convergent Research Design under a Mixed Research Approach where a Simple Random Sampling Technique was used to select a sample of 58 teachers from 7 public secondary schools, and a purposive sampling technique was used to sample 4 Ward Education Officers (WEO) and School Quality Assurers (SQA) from the study area. Data were collected using questionnaires for teachers, and an interview guide was used to collect data from SQA and WEO. The study found that effective instructional leadership practices significantly contribute to efficient resource management in public secondary schools. Moreover, the study revealed that efficient resource management is a crucial determinant of student’s academic achievement since poor resource management results in poor learning outcomes and vice versa. Nevertheless, the study found limited knowledge and skills in resource management among heads of schools and teachers. The study concluded that attaining national education goals by enhancing instructional leadership that fosters efficient resource management practices is inevitable for better learning outcomes. The study recommended that educational administrators conduct regular professional development programs for teachers on resource mobilization, allocation, maintenance and management.