http://repository.mocu.ac.tz/xmlui/handle/123456789/6 Wed, 17 Jun 2026 11:08:59 GMT 2026-06-17T11:08:59Z http://repository.mocu.ac.tz/xmlui/handle/123456789/2234 Trust in LGA and the perceived implementation of climate change adaptation in Monduli and Longido Districts in Tanzania Maeda, Christina M.; Namwata, Baltazar M.; Kumburu, Neema P. Local Government Authorities (LGAs) are crucial in translating national climate policies into local climate adaptation actions. While research indicates that trust influences support, attitudes, and behaviours regarding climate and environmental policies, few studies treat trust as a multidimensional concept directly linked to the implementation of local climate adaptation. Based on the organizational trust theory and policy implementation theory, this study examines how three aspects of perceived organizational trust, competence, benevolence, and integrity influence the perceived implementation of CCAS. A mixed-methods approach was employed, combining survey responses from 351 village development committee members with insights from twenty key informant interviews and six focus group discussions. Data analysis involved PLS- SEM and thematic analysis. Findings indicate that perceived benevolence and perceived integrity positively influence the perceived implementation of CCAS, whereas perceived competence does not. The study concludes that positive evaluations of local CCAS implementation are more strongly associated with perceptions of benevolence and integrity than with perceptions of competence. The study contributes to climate governance and policy implementation research by indicating that trust in LGA operates through multiple dimensions in shaping the perception of local climate adaptation implementation. The study suggests that more positive perceptions of local climate adaptation implementation may be strengthened where LGAs adopt practices that enhance their perceived integrity and benevolence, such as community oversight, participatory budgeting, capacity building and responsiveness to community climate adaptation priorities. https://doi.org/10.1016/j.sbr.2026.100196 Received 9 March 2026; Received in revised form 28 May 2026; Accepted 3 June 2026 Available online 6 June 2026 3051-0643/© 2026 Elsevier Ltd. All rights are reserved, including those for text and data mining, AI training, and similar technologies. Thu, 01 Jan 2026 00:00:00 GMT http://repository.mocu.ac.tz/xmlui/handle/123456789/2234 2026-01-01T00:00:00Z http://repository.mocu.ac.tz/xmlui/handle/123456789/2179 Work Life Conflict and Job Commitment Among Students Counsellors in Higher Learning Institutions in Tanzania Nnko, Elisifa E.; Maeda, Christina M. The job commitment of student counsellors is crucial in Tanzanian universities, as they play a vital role in supporting students' academic, personal, and career development, addressing issues that can impact their wellbeing and performance. This study aimed to investigate the impact of work-life conflict on job commitment among student counsellors in higher education institutions in Tanzania. The study aimed to examine the influence of work-to-family conflict, family-to-work conflict, and gender differences on job commitment among student counsellors. The study employed an explanatory research design using a mixed-methods research approach. In this study, both quantitative and qualitative data were collected through a structured questionnaire and an interview guide. The target population of 179 student counsellors was purposely selected, resulting in a sample size of 83 respondents obtained through the Yamane Formula. Quantitative data analysis included descriptive and inferential statistics, where Spearman correlation and regression analysis were used to summarise, explore, and make inferences. Likewise, qualitative data were analysed thematically to understand patterns and meanings within textual or observational data. The findings showed a significant correlation between work-life conflict and all employee commitment factors. Furthermore, the findings reveal that work-family conflict significantly contributed to employee commitment, with work-to-family interference found to be higher than family-to-work conflict among student counsellors. Furthermore, based on work-family role conflict, the results indicate a considerable difference in organisational commitment between male and female respondents. Based on the study's findings, an organisational support program should be developed and made available to all student counsellors to lessen the strain of role conflict between work and family and to encourage their job commitment practically. Wed, 01 Jan 2025 00:00:00 GMT http://repository.mocu.ac.tz/xmlui/handle/123456789/2179 2025-01-01T00:00:00Z http://repository.mocu.ac.tz/xmlui/handle/123456789/2175 Examining Hindrance of Bureaucracy on Management Innovation for Organizations Mori, Grace T. This study aims to examine the hindrance of bureaucracy on management innovation, specifically how it affects practice. The study identifies some of the hindrances of bureaucracy on management innovation including: its limitation on what individuals are allowed to bring to their jobs, how it damages organisational effectiveness and its constraints on the new public management practices. The study reflects on the fact that most organisations both in public and private sectors have been ineffective on management innovation because the bureaucratic systems under which they operate are not flexible despite being confronted with very dynamic business/working environment. Innovation in management principles and processes can create long-lasting advantage and high performance. It is recommended that organisations should have well shared vision and mission rather than being organized through hierarchy and fixed procedures. By minimizing bureaucracy, employers will be able to provide conducive environment for innovation within their organizations. Through management innovation, organisation can perform more effectively and efficiently which provides it with a competitive advantage. Sun, 01 Jan 2017 00:00:00 GMT http://repository.mocu.ac.tz/xmlui/handle/123456789/2175 2017-01-01T00:00:00Z http://repository.mocu.ac.tz/xmlui/handle/123456789/2172 Embracing Effective leadership with Emotional Intelligence Nnko, Elisifa E. People with strong emotional intelligence who collaborate with assurance, dedication, harmony, and synergy are likely to build prosperous, effective businesses. This study's primary goal was to investigate how students' organizational leaders in Tanzania's higher education institutions relate to emotional intelligence and effectiveness as leaders. Under the direction of Fiedler's contingency theory of leadership, the study specifically identified various leadership efficacy levels among students' organizational leaders, investigated various emotional intelligence levels among students' organizational leaders, and looked at how different aspects of emotional intelligence affect the perceived level of leadership efficacy among leaders of student organizations in Tanzanian higher education institutions. In addition, the study adopted a descriptive research design using quantitative research technique. The population of the study included executive students’ organization leaders in 47 Higher Learning Institutions in Tanzania. The rule of thumb theory was used to select 35 universities and university colleges whereby a total of 140 respondents were purposely selected. Furthermore, descriptive statistics, linear regression analysis techniques were employed whereas, various tests including normality test, multicollinearity, and heteroscedasticity were conducted. Further multiple linear regressions with independent t- test, one-way Analysis of Variance methods were employed to analyze data. The findings indicated that, self-awareness, management of emotions, high level of empathy and social awareness significantly predicted the levels of leadership effectiveness among student organization leaders. The study concluded students’ organization leaders with high level of emotional intelligence had higher ability to effectively lead their organizations. Basing on the findings, it was recommended that since emotional competencies and leadership are learned abilities; Higher Learning Institutions should develop sound and continuous programmes to improve emotional intelligence and leadership effectiveness aspect of students’ organization leaders to avoid chaotic learning environment. Mon, 01 Jan 2024 00:00:00 GMT http://repository.mocu.ac.tz/xmlui/handle/123456789/2172 2024-01-01T00:00:00Z