Browsing by Author "Mtumbuka, Selina"

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    Institutional factors from implemented educational programmes contributing to ineffective management of community secondary schools in Lindi district
    (Mzumbe University, 2019) Mtumbuka, Selina
    For a long time, ineffective school management has been perceived as a common feature of community secondary schools. The study explored the contribution of institutional factors such as rules and regulations, norms and values, as well as cognitive factors from various implemented national educational programmes towards management of community secondary schools in Lindi District. It limited itself to three educational programmes: Secondary Education Development Programme (SEDP), Big Results Now (BRN) and Fee Free Education (FFE) program. The specific objectives of the study were to: examine the level of knowledge among head of schools and departments on those educational programmes; assess the established rules and regulations by those educational programmes and identify the level of established relationship and norms between head of schools and parents during the execution of those educational programmes. The study utilized a descriptive case study design from a sample size of 120 study participants obtained through non-probability sampling and probability sampling of eight government owned secondary schools and officials in Lindi District Council. The data for this study were collected through the use of questionnaires, interview checklists, and documentary review. While the quantitative data were analyzed descriptively through a Software Package for Social Science (SPSS) version 20, and presented by using tables, chats and figures, the qualitative data were analyzed through narrative content analysis. The study revealed that head of schools and departments were knowledgeable on the subject matter of SEDP, BRN and FFE, and imparted these to their subordinates and local community members surrounding their schools. However, due to various factors during the implementation of those programmes such as unavailability of resources, socio-economic and local context cultural factors, as well as low perceived self efficacy towards meeting targets, there were mixed feeling on the level to which those programmes improved school management. Also, it was reported that adherence to rules and regulations established during the execution of FFE compared to the earlier educational programmes helped towards addressing ineffective management their schools. Moreover, the study found a decreased trend of community participation on school affairs across SEDP, BRN Ed, and Fee Free Education policy. This in turn, has had effects on school management. Further, it observes that while there was a high level of community contribution to school feeding programme during BRN Ed, the situation has retarded in an era of Fee Free Education (FFE). During FFE era, parents have developed stereotypical images that: education is a free gift given by the Government; and this had some implication on parents’ engagement to support school feeding programmes. Based on the findings, the study concludes that accommodating local needs and context in the implementation of Education programmes in local settings improves school management. The study recommends that despite several successful lessons learnt from programmes execution, there is indeed a need to integrate negative lessons from the past, and come up with a revised holistic programme intervention that reflects local needs and context, ensures participation and innovation as well.