Perceived management factors affecting student’s performance in CSEE in Tanzania: a case of selected; community secondary schools in Njombe district

The study investigated the perceived management factors that affect CSSs students performance in CSEE in Tanzania. A descriptive research design using mainly a qualitative strategy was used in data collection and analysis. The findings revealed that the students performance in CSEE in CSSs was adversely affected by perceived management factors in a number of ways. It was founded that CSSs had a shortage of both teachers and non-teaching staff that caused heavy working load to teachers and led to recruitment of untrained ex-form six to assist teaching and lay people to perform non-teaching duties of the school s. the dominant qualification of teachers used to teach CSSs was a Diploma in education, with a teaching experience of 0-5 years. The INSET was given to few teachers and schools had no school-based plans for it. The supervision of teaching and learning was inadequately done. Partly due to the shortage of staff. Also, the sample school students performance was below average with varying degrees of performance that were not easily associated with a single factor. Recommendations made were as follows: First, heads of Schools should ensure that their schools have school-based plans to conduct INSET for their staff, and non-practice clinical supervision of their schools. Second. The MOEVT should ensure that sufficient and quality staff are trained and allocated to CSSs proportionally, special funds are provided to enable school-based staff training, and in-service trained teachers are equality distributed in order that all schools in the country benefit equality from INSET. Thirdly, similar research should be conducted covering a large sample for generation of the findings. Finally, another study should be conducted on the influence of management factors on students academic performance in primary schools and their categories of learning institutions with either poor or better academic performance.