“Why Are They Out?” Exploring School Heads and Teachers’ Views on Secondary School Students’ Dropout in Peri-Urban Communities of Zanzibar, Tanzania

Abstract

This study explored the experiences of school heads in applying spiritual intelligence in their leadership practices. It employed a qualitative phenomenological design. In-depth interviews (IDI) and focus group discussions (FGD) were conducted with 10 school heads from Basiawan Central Elementary School, selected through purposive sampling. Data were analyzed thematically. The study identified five major challenges faced by school heads: (1) balancing compassion with discipline, (2) managing personal beliefs in a diverse educational environment, (3) handling stress and emotional exhaustion, (4) addressing resistance to change and skepticism, and (5) maintaining integrity under external pressures. To overcome these challenges, heads employed various coping strategies, including (1) adopting a balanced approach by blending discipline with empathy, (2) embracing inclusivity and respecting diverse beliefs, (3) engaging in mindfulness practices, self-care routines, and reflective exercises, (4) fostering open communication, and (5) grounding decisions in ethical principles and institutional values. From their experiences, school heads gained three key insights: (1) leading with spiritual intelligence requires balance, (2) inclusivity does not mean imposing beliefs but finding common ground, and (3) self-reflection and mindfulness are essential. Future research may examine the quantitative impact of spiritual intelligence on leadership effectiveness and explore its application in other educational settings.