| dc.description.abstract | This study was conducted to explore leadership mentoring practices and
school climate in Seventh-day Adventist (SDA) schools in Southern Tanzania Union
Mission (STUM). Concurrent triangulation design and descriptive-correlational study
design with a cross-sectional data collection method were used. Variables involved in
the study were leadership career development practices, psychosocial and emotional
support practices, social relationships, school culture and transformational leadership
style. The study took a form of a survey whereby 6 schools, 76 teachers and 5 heads of
schools were involved, making a total of 81 respondents. Questionnaire and interviews
were used to acquire data from respondents. Data was analyzed using descriptive
statistics, Pearson product-moment correlation coefficient, multiple regression
analysis and content analysis method along emerging themes and sub themes.
Findings indicated that in SDA schools in STUM leadership mentoring practices are
exercised at an average extent and the school climate is good in terms of social
relationships, school culture and transformational leadership. There is a significant
relationship between school climate and leadership mentoring practices.
Transformational leadership style and social relationships are indicators that best
determine leadership mentoring practices. Findings also indicate that lack of strategic
leadership succession plans and leadership development and promotion policies are
challenges affecting leadership mentoring implementation in SDA schools in STUM.
The study recommends that heads of schools should maintain better social
relationships, school culture and practices of transformational leadership style.
School Boards should ensure that strategic leadership succession plans and policies
are developed and implemented to guide the preparation and promotion of leaders in
schools guided by the recommended mentoring action plan. | en_US |
