Democracy in Tanzania secondary schools: a comparative study of the most and the least economically productive schools
| dc.contributor.author | Ngaiza, Benedict Bubelwa | |
| dc.date.accessioned | 2019-09-24T21:36:12Z | |
| dc.date.accessioned | 2020-01-08T09:13:41Z | |
| dc.date.available | 2019-09-24T21:36:12Z | |
| dc.date.available | 2020-01-08T09:13:41Z | |
| dc.date.issued | 1989 | |
| dc.description | Available in print form | en_US |
| dc.description.abstract | The aim of this study was to find out the extent to which students in the most economically productive (MEP) schools vis-à-vis those in the least economically productive (IEP) schools enjoyed democracy in the planning, implementation and disposal of ESR project products. It further aimed at finding out the extent to which students in MEP schools vis-à-vis those in IEP schools enjoyed general democracy in terms of electing student leaders; being represented in committees; having their views presented to respective heads and getting feedback. Further, the study aimed at finding out the activeness of committees in the MEP schools as compared to the IEP schools. The study was conducted in six secondary schools, three for each of the two categories. Systematic sampling was used to get sample schools. Data collection methods included questionnaires, interviews, documents and observation. Questionnaire, were administered to ESR co-ordinators, ESR committee members head prefects, and ten randomly selected students from each school. Three hypotheses guided the study: 1. That there would be more democracy in the MEP than in the LEP schools in the planning, implementation and disposal of ESR project products. 2. That there would be more democracy in the MEP than in the LEP schools in general democracy in terms of electing students’ leaders; representation of students in committees; presentation of students’ views to the leaders and getting feedback. 3. That school committees in the MEP schools would be more active than those in the LEP ones. The first and the second hypotheses were rejected as differences observed were not major. The third hypothesis, on the other hand, was accepted as democratic organs in MEP schools were more active than their counterparts in LEP schools. In view of the findings some recommendations such as that heads have to ensure that minutes are written after meetings and that a student should be included among signatories of the ESR account are made. With regard to further research, it is recommended that the research under review be replicated with a larger sample. | en_US |
| dc.identifier.citation | Ngaiza, B. B (1989) Democracy in Tanzania secondary schools: a comparative study of the most and the least economically productive schools, Masters dissertation, University of Dar es Salaam. Available at (http://41.86.178.3/internetserver3.1.2/detail.aspx) | en_US |
| dc.identifier.uri | http://localhost:8080/xmlui/handle/123456789/4175 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | Student participation in administration | en_US |
| dc.subject | Tanzania | en_US |
| dc.subject | Education | en_US |
| dc.subject | Secondary | en_US |
| dc.title | Democracy in Tanzania secondary schools: a comparative study of the most and the least economically productive schools | en_US |
| dc.type | Thesis | en_US |