Institutional factors contributing to ineffectiveness of school committees in managing primary schools’ development projects in Kahama town council

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dc.contributor.authorLugangila, Vedasto
dc.date.accessioned2024-07-18T08:24:07Z
dc.date.available2024-07-18T08:24:07Z
dc.date.issued2019
dc.descriptionA dissertation in partial fulfilment of the requirements for the Degree of Master of Arts in Education (MA-ED) of the Mzumbe University
dc.description.abstractThe 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
dc.description.sponsorshipPrivate
dc.identifier.citationAPA
dc.identifier.urihttps://scholar.mzumbe.ac.tz/handle/123456789/971
dc.language.isoen
dc.publisherMzumbe University
dc.subjectPrimary schools -Tanzania
dc.subjectDevelopment project-Kahama
dc.subjectCommunity engagement - primary schools
dc.titleInstitutional factors contributing to ineffectiveness of school committees in managing primary schools’ development projects in Kahama town council
dc.typeThesis
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