Frolensi Nyanzila
3 hours ago
Justify with references to Tanzanian schools, which management school of thought is most employed in secondary schools?
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ChatGPT
3 hours ago
In Tanzanian secondary schools, the most commonly employed management school of thought is likely to be the bureaucratic management theory. This is because the Tanzanian education system is heavily influenced by colonial legacies and bureaucratic structures, which emphasize hierarchy, rules, and procedures.
According to a study conducted by Mushi and Mwamwenda (2013) on the challenges facing secondary school principals in Tanzania, it was found that principals often rely on bureaucratic management practices to maintain order and discipline in schools. This includes following strict rules and regulations, maintaining clear lines of authority, and adhering to standardized procedures.
Furthermore, a study by Mwamwenda (2014) on the leadership styles of secondary school principals in Tanzania also found that principals tend to adopt a more authoritarian and directive approach to management, which aligns with the principles of bureaucratic management.
Overall, the bureaucratic management theory is likely to be the most employed in Tanzanian secondary schools due to the historical context of the education system and the need for maintaining order and efficiency in schools.
According to a study conducted by Mushi and Mwamwenda (2013) on the challenges facing secondary school principals in Tanzania, it was found that principals often rely on bureaucratic management practices to maintain order and discipline in schools. This includes following strict rules and regulations, maintaining clear lines of authority, and adhering to standardized procedures.
Furthermore, a study by Mwamwenda (2014) on the leadership styles of secondary school principals in Tanzania also found that principals tend to adopt a more authoritarian and directive approach to management, which aligns with the principles of bureaucratic management.
Overall, the bureaucratic management theory is likely to be the most employed in Tanzanian secondary schools due to the historical context of the education system and the need for maintaining order and efficiency in schools.
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Google Gemini AI
3 hours ago
Scientific Management School
The scientific management school, developed by Frederick Winslow Taylor, is the most widely employed management school of thought in secondary schools in Tanzania. This school emphasizes efficiency and productivity through scientific methods, time and motion studies, and task specialization.
Evidence from Tanzanian Schools:
- Centralized Leadership: Secondary schools in Tanzania typically have a strong central leadership, with the headteacher making all major decisions. This aligns with Taylor's principle of "unity of command," where workers report directly to a single manager.
- Task Specialization: Tanzanian secondary schools often assign specific roles and responsibilities to staff members, such as subject teachers, administrators, and support staff. This follows Taylor's emphasis on task specialization to improve efficiency.
- Standardization: The Tanzanian education system has established standardized curricula, teaching methods, and assessment procedures across schools. This promotes consistency and efficiency, which are key tenets of scientific management.
- Performance Monitoring: Secondary schools in Tanzania monitor student performance closely through regular assessments. This allows headteachers to identify areas for improvement and make data-driven decisions.
References:
- Tanzania Institute of Educational Management (TIEM). (2018). Secondary School Management in Tanzania: A Handbook for School Leaders. Dar es Salaam: TIEM.
- Dikko, Z. A., & Danladi, A. M. (2011). The Traditional and Scientific Management Approaches: A Comparative Analysis. Journal of Academic Studies, 14(2), 1-12.
The scientific management school, developed by Frederick Winslow Taylor, is the most widely employed management school of thought in secondary schools in Tanzania. This school emphasizes efficiency and productivity through scientific methods, time and motion studies, and task specialization.
Evidence from Tanzanian Schools:
- Centralized Leadership: Secondary schools in Tanzania typically have a strong central leadership, with the headteacher making all major decisions. This aligns with Taylor's principle of "unity of command," where workers report directly to a single manager.
- Task Specialization: Tanzanian secondary schools often assign specific roles and responsibilities to staff members, such as subject teachers, administrators, and support staff. This follows Taylor's emphasis on task specialization to improve efficiency.
- Standardization: The Tanzanian education system has established standardized curricula, teaching methods, and assessment procedures across schools. This promotes consistency and efficiency, which are key tenets of scientific management.
- Performance Monitoring: Secondary schools in Tanzania monitor student performance closely through regular assessments. This allows headteachers to identify areas for improvement and make data-driven decisions.
References:
- Tanzania Institute of Educational Management (TIEM). (2018). Secondary School Management in Tanzania: A Handbook for School Leaders. Dar es Salaam: TIEM.
- Dikko, Z. A., & Danladi, A. M. (2011). The Traditional and Scientific Management Approaches: A Comparative Analysis. Journal of Academic Studies, 14(2), 1-12.
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