Delegation Practices and Staff Commitment in Adventist Secondary Schools in Zimbabwe Central Union Conference

Delegation refers to the transfer of responsibility and authority to subordinates, encompassing tasks such as assigning responsibilities, granting discretion, and empowering decision-making. This study aimed to investigate the influence of delegation practices on the performance of Adventist secondary schools in Zimbabwe Central Union Conference (ZCUC). Specifically, it examined the impact of delegation on various performance dimensions, including academic, administrative, and overall institutional effectiveness. The study employed a cross-sectional survey design, targeting a population of 398 Adventist secondary schools registered under ZCUC. A stratified sampling technique was used to ensure representation across the country, with a final sample size of 398 institutions. Data was collected using a standardized questionnaire and analyzed using descriptive statistics and regression analysis in SPSS 26. Regression analysis was applied to determine the relationship between delegation practices and institutional performance.The findings revealed mixed results. When analyzed independently, delegation practices showed a significant positive influence on institutional performance. However, in the multiple regression model, delegation practices were not statistically significant in predicting performance, suggesting that other factors may mediate or moderate this relationship.The study recommends empowering staff with adequate resources, providing clear guidelines and fair treatment, offering opportunities for professional growth, and improving awareness of institutional strategic plans. To enhance the effectiveness of delegation, it is essential to address challenges such as unequal distribution of responsibilities and inadequate supervision. Stakeholders are encouraged to adopt complementary strategies that support delegation as a leadership development practice.