Managerial Strategies and their Mediating Effects on Ethical Leadership and Job Satisfaction Among Secondary School Teachers in Tanzania

Abstract

This study examined the mediating role of managerial strategies in the relationship between ethical leadership and job satisfaction among secondary school teachers in Tanzania, focusing on Temeke Municipality. Using a mixed-methods design, the study engaged 150 teachers through structured questionnaires and 14 educational leaders-10 school heads, 3 Ward Education Officers (WEOs), and 1 District Secondary Education Officer (DSEO)-via in-depth interviews. Quantitative data were analyzed using structural equation modeling (SEM) to assess direct and mediated effects, while qualitative data were interpreted through thematic analysis. Findings revealed that ethical leadership positively influences teachers’ job satisfaction, and this relationship is partially mediated by managerial strategies such as participatory decision-making, teacher support, and transparent communication. Thematic insights echoed these results, highlighting that strategic leadership enhances school climate and teachers’ professional commitment. The study concludes that although ethical leadership is essential, effective managerial strategies amplify its impact on job satisfaction. It recommends targeted training for school leaders in ethical conduct and management to boost teacher motivation and school performance. These findings are valuable for policymakers and education stakeholders seeking sustainable ways to enhance teacher satisfaction in Tanzanian secondary schools