The integration of the secondary school library with the school programme in selected secondary schools in Dar es Salaam

The purpose of the study was to determine the degree to which secondary school libraries were integrated into the Secondary Education programme in Secondary Schools in Dar es Salaam. The study strove to find out the extent to which variables like functionality and use of library resources influenced such integration. To guide the study, a conceptual framework was derived by synthesizing ideas from different authors. The review of the literature dwelt on the degree of secondary school libraries (SSL) integration with the school programmes. Factors related to SSL integration were reviewed mainly from research based literature surveyed from similar studies that had been conducted globally on the degree to which school library services are integrated with school programmes. The study was conducted in eight secondary schools in Dar es Salaam with 421 respondents who included students and teachers. Data were collected through survey questionnaires. The data collected were subjected to content analysis and frequency and percentages were calculated. The major findings of the study were as follows: (a) inadequate facilities and low quality book collections rendered SSLs dysfunctional and hence not fully integrated with the secondary education programme; (b) The low frequency of the use of SSLs by teachers encouraged the teacher-centred methods of teaching students; (c) The degree of the use of the SSL for assessment activities in secondary schools was low, rendering students to rely on notes and text books to pass their examinations; (d) students' degree of use of library materials for learning activities and for wide independent reading and broad learning activities was low. As a result students' educational experience was limited within the confines of the teachers' notes and a few textbooks set by teachers. The following were some of the recommendations for efficient and effective integration of SSLs with the school programmes: SSL policies ought to be taken as an essential part of curriculum planning process which needs to be built within curriculum areas so that practice takes place as a single curriculum development process. (2) SSLs ought to embark on aggressive provision of functional SSL services. (3)SSLs ought to provide services which facilitate student-centred learning through school activities which encourage the use of SSL materials. However, success for this aspect will depend on teachers' and students' background experience in independent learning for lifelong learning. Recommendation for further research were: (1) A wider study covering more secondary schools and contrasting different geographical areas on the degree of SSL integration with the secondary education programme ought to be conducted. (2) A study ought to be conducted to examine the degree of integration of libraries with teacher training and primary school programmes to support the hypothesis that the lack of integration of libraries in teacher training and primary school programmes is the source of deficiency in SSL integration into the secondary school education programme.