The Role of School Leadership on Implementing School Re-entry Policy for Adolescent Mothers in Tanzania: A Systematic Review

Abstract

Aims: Adolescent motherhood continues to be a major impediment to girls' education in Tanzania, with thousands of them interrupting their schooling each year because of pregnancy.  This interruption often leads to permanent dropout, preventing these young women from completing their education and achieving their full potential. This study aimed to identify the role of school leadership practices that either support or impede the successful reintegration of adolescent mothers into the education system in Tanzania. Study Design:  A systematic Review. Duration of Study: The systematic review took place from 15th November 2024 to 2nd February 2025 Methodology: This systematic review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. English-language records were searched in Google Scholar using the phrase "school re-entry policy." Studies focusing on school re-entry policy were eligible for inclusion. A total of 66 records were retrieved, of which 18 met the inclusion criteria after full-text screening. Results: The findings reveal that school leadership perspectives and practices encompass the provision of support and resources. However, they also highlight a lack of awareness regarding relevant policies and guidelines, negative attitudes towards the policy, and the absence of clear implementation guidelines. Conclusion: The successful implementation of adolescent mother re-entry policies centers on key factors related to school leadership. School leaders must provide support and resources to foster a welcoming and encouraging environment for these students. Furthermore, awareness of the policy and positive attitudes among school heads, coupled with clear implementation guidelines, are crucial for effective and consistent re-entry programmes.