Utility of Henri Fayol’s Fourteen Principles in the Administration Process of Secondary Schools in Tanzania

Abstract

The Administrative theory developed by Henri Fayol is among the notable classical theoretical frameworks of

management in social organizations including schools. This study pursued an understanding of the utility of Henri

Fayol’s 14 principles of administration among managers of secondary schools in Tanzania focusing on the nature of

leadership and the perceived significance of the principles on daily management processes among school managers. A

cross-sectional survey was adopted to collect data using questionnaires from 68 school managers across 32 secondary

schools in three regions of Tanzania Mainland. The data collected were analyzed using Statistical Package for Social

Sciences. The findings revealed that a relatively large number of school managers have had leadership experience, but

many are still juniors with stumpy leadership in-service training. Further, the division of labour was identified to be of

critical importance in the administration process in secondary schools. In addition, School Managers perceived

structural principles as most important followed by process principles, and purpose principles. The study concludes that

the structure of schools’ administration is indispensable for successful implementation of the purported objectives and

goals of school organization.

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