Investigating Key actors’ effectiveness in governing community secondary schools in Tanzania: a case of Lushoto District

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University of Dar es Salaam
This study aimed at investigating functions of key education actors in school governance in Community Secondary Schools in Lushoto District. Objectives of the study were: to assess key education actors’ managerial functions in promoting effective teaching and learning environment, to examine effectiveness of key education actors in promoting effective teaching and learning environment and to examine challenges key education actors face in promoting effective teaching and learning environment. The study was mainly qualitative research approach applying a case study design. Data relevant to the study were collected from Lushoto District in Tanga region. The respondents for the study were obtained through purposive procedure. The sample of the study constituted 85 respondents, including school Heads, Teachers, and Students’ leaders, school Board Chairpersons, Ward Education Coordinators, Ward Executive Officers and District Secondary Education Officer. The methods used for data collection involved document review, focus group discussion and observation and interview. The data were analyzed qualitatively in description, quotation and numerical forms. The findings revealed that, although education key actors were well informed with their managerial functions in school governance then were not effective in performing their roles. Consequently, most of the sampled secondary schools had inadequate teaching and learning materials, classrooms, teachers’ houses, students’ toilets. The study also found that teachers and student’s motivation was lacking. The researcher concluded that key education actors were less effective in performing their roles something which affected provision of quality education in community secondary schools. Based on the conclusion, the researcher recommended that all education managers and administrators such as schools heads should be university graduates with minimum qualification of degree, professionally trained, and highly qualified as well as appropriate experience in school management and administration and they should play their rules as required instead of putting much effort on enrollment expansion and somehow on classrooms constructions while place very little on teachers and students welfare, availability of teaching and learning materials and libraries.
Available in printed form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF LB2820.T34A32)
Community schools, Secondary schools, School management and organization, Lushoto district, Tanzania
Abdallah, M. (2013) Investigating Key actors’ effectiveness in governing community secondary schools in Tanzania: a case of Lushoto District,Master dissertation, University of Dar es Salaam. Dar es Salaam.