Institutional factors contributing to ineffectiveness of school committees in managing primary schools’ development projects in Kahama town council
No Thumbnail Available
Date
2019
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Mzumbe University
Abstract
The study explored the institutional factors contributing to ineffectiveness of school
committees in managing primary school’s development projects in Kahama Town
Council. The study was governed by three specific objectives which were to identify
the relationship between the level of knowledge (cognitive factors) of school
committee members and the extent of ineffectiveness of school committees in
managing primary schools’ development projects, to find out the leading institutional
factor among cognitive, regulative and normative factors
contributing to
ineffectiveness of school committees in managing primary schools’ development
projects and assess the institutional measures for improving school committees’
performance in managing the development projects. The study adopted a case study
research design. The study utilised mixed method research approach due to the
nature of questions used.
The sample size was drawn through the use of simple random and purposive
sampling techniques whereas 87 study participants were involved in the study. Data
were collected by means of questionnaire and face to face interviews. Quantitative
data were analysed descriptively using a computer software known as SPSS version
21 and qualitative data were analysed using content analysis by a tool known as
Atlas Ti. Based on the specific objectives of this study, the findings showed that the
level of knowledge (cognitive factors such as knowledge, skills and mental-ability)
of school committees’ members has direct relationship with ineffectiveness in
managing primary school’s development projects, it also, found that the cognitive
factor was the leading one in contributing towards ineffectiveness of school
committees in managing schools’ development projects.
The findings also show several institutional measures proposed for improving school
committees’ performance, they include providing seminars and training, attending
meetings, encouragements and disciplinary measures. The study recommends that,
the government in association with educational stakeholders need to establish
sustainable programmes on capacity building and conduct orientation and induction
courses to the newly elected members of school committees. Furthermore, school
committees’ meetings should be mandatory on regular basis and members of school
committees should be reminded to attend all regular established school committees’
meetings for effective management in schools
Description
A dissertation in partial fulfilment of the requirements for the Degree of Master of Arts in Education (MA-ED) of the Mzumbe University
Keywords
Primary schools -Tanzania, Development project-Kahama, Community engagement - primary schools
Citation
APA