STRATEGIES USED BY SCHOOL MANAGEMENT TEAM IN ENHANCING TEACHERS’ RESILIENCE TO CHALLENGING SECONDARY EDUCATION IN TANZANIA: EXPERIENCE FROM MOROGORO MUNICIPALITY

Abstract

School management is essential in education development. It also supports the well-being of teachers. This study examines how SMT in enhancing teacher resilience within secondary education in Morogoro Municipality, Tanzania, grounded in pragmatism, a mixed-methods research approach was utilized to gather both qualitative and quantitative data, providing a comprehensive understanding of the dynamics influencing teacher well-being. A total of 359 participants, including 356 teachers and 3 school heads, were selected through simple random and purposive sampling techniques. Data were collected through questionnaire and interview, and analysis employed chi-square tests and binary logistic regression to explore the relationships between management support, professional development, work environment, recognition, and teacher resilience, whereas qualitative data was analyzed thematically. The data reveals significant trends regarding the impact of management support, professional development, and work environment on teacher resilience. Teachers who receive support from school management tend to feel more satisfied and empowered in their roles, indicating that a supportive leadership structure fosters a positive atmosphere. This support not only enhances teachers' emotional well-being but also enables them to address challenges more effectively. Moreover, continuous professional development plays a crucial role in equipping teachers with the necessary skills to adapt to their teaching environments. The work environment is also critical; a collaborative and supportive setting encourages open communication among staff, which is essential for sharing challenges and brainstorming solutions. Teachers who feel safe and valued in their workplace are more likely to thrive and contribute positively to student outcomes. However, while recognition and appreciation are important, their impact appears less direct compared to the other factors. Generally, merely recognizing teachers' contributions is inadequate for boosting their resilience without meaningful support and development opportunities. Overall, the findings highlight the importance of school leadership in cultivating a supportive environment that prioritizes the well-being of teachers.