The Influence of Participative Leadership Practices in Promoting Teacher’s Job Commitment in Public Secondary Schools in Morogoro Municipal, Tanzania

The study focuses on the Influence of Participative Leadership Practices in Promoting Teacher Job Commitment in Public Secondary Schools in Morogoro Municipal, Tanzania. It employs a mixed-method approach to investigate the relationship between participative leadership practices and teacher job commitment. The study guided by Path-Goal Theory and Participative Leadership Theory as frameworks. Pragmatic research design will be utilized, combining both quantitative and qualitative data collections. The study involve surveys to gather quantitative data on leadership practices and teacher job commitment, as well as interviews. The findings are reveals the significant positive relationship between teachers' job dedication and participative leadership methods. Higher job commitment was demonstrated by teachers who felt included in decision-making processes. Teachers benefited from enhanced communication, increased trust, and increased autonomy thanks to participatory leadership. It also brought about improved organizational dedication, a collaborative work environment, and opportunity for professional development. Through inclusive decision-making procedures, teachers felt more linked to the school's vision and values, which boosted their commitment to their jobs and job satisfaction. The study recommends that principals of schools ought to encourage collaborative goal-setting, give feedback, and include teachers in decision-making. Prioritizing work-life balance, they should also acknowledge their accomplishments, provide professional development, and cultivate a pleasant school climate. And also the study suggests that politicians, educators, and school administrators will need to consider these important consequences. Strategies to improve teacher motivation, satisfaction, and retention in Tanzanian public secondary schools.