The roles and responsibilities of school boards in enhancing quality of education in Tanzania: the case of selected community secondary schools in coast region

This study aimed at investigating the roles and responsibilities performed by school boards in enhancing the quality of education in community secondary schools (CSSs) in Tanzania. The study comprised 84 sample respondents who involved 21 school board members, 7 heads of school, 7 schools board chairpersons, 42 community leaders and 7 teachers. A descriptive survey design was employed to obtain largely qualitative data supplemented by quantitative elements. Data were collected through interview, focus group discussion, questionnaire, documentary review as well as observation checklist. Study findings revealed that, school board were obtained with school community involvement in the whole process of obtaining their representatives, which detached the community members from the management of their schools. Findings also showed that school board members were unwary of their roles and responsibilities as these roles were not clearly clarified to them leading to failure to accomplish what the community expected from them. The centre had retained most of decision=making power and the power vested in school boards to make decisions on important aspect regarding the quality of education was very minimal. School boards had no full autonomy to plan for availability of textbooks and other teaching materials, teachers, development and to hire teachers. The study recommends that school heads acquires and familiarize with appropriate policies and legal documents. The government should enable school board members to master their roles produce school board structure for CSSs and improvise and implement plans that will lead to appropriate and democratic community representation and school boards acquiring appropriate power for making decisions.