Browsing by Author "Manara, Kenny Kamana"

Now showing 1 - 1 of 1
  • Thumbnail Image
    Item
    Determinants of collective action in public primary school committees in Arusha city and Iringa district
    (University of Dar es Salaam, 2015) Manara, Kenny Kamana
    Using cross-sectional and case study designs, the study investigated determinants of collective action in public primary school committees by comparing the effects of school autonomy measures (power over school planning, power over school finance, power over school accountability) and social heterogeneity factors (gender inequality, ethnic diversity, age differences, literacy disparity and residential locations) between Arusha City and Iringa District. The quantitative section covered a survey of 26 school committees (156 respondents) in Arusha City and 26 school committees (156 respondents) in Iringa District. In each site, focus group discussions (FGDs) covered 10 chairpersons and 10 women members, key informant interviews covered 10 head teachers, and direct observation in one meeting. The study found collective action in school committees higher in Arusha City and lower in Iringa District. Using multiple regression analysis, it demonstrates that all three school autonomy measures are not strong predictors of collective action in school committees across the study sites. Social heterogeneity factors (ethnic diversity with beta coefficient -.164 statistically significance at .038 and age differences with coefficient .208 statistically significance at .008) are strong predictors in Iringa District. Similarly, age differences variable with coefficient .198 statistically significance at .010 is only predictor in Arusha City. The mutual trust mediates the effects of social heterogeneity in Arusha City (indirect effect) and failed to mediate in Iringa District (direct effect). The qualitative section triangulated these findings in reality. Conclusively, the study suggests that school autonomy alone could not determine collective action in public primary school committees. The social context of school level actors is equally important because social heterogeneity of members have direct effects in Iringa District and indirect effect in Arusha City. This study contributes to the existing literature in school-based management (SBM) and suggests solutions to free ride problem arising in public primary school committees.