ST.

AUGUSTINE UNIVERSITY OF TANZANIA (SAUT)

MBEYA CENTRE

BACHELOR OF ARTS WITH EDUCATION

FACULTY OF ARTS AND SOCIAL SCIENCES

RESEARCH REPORT

AN ASSESSMENT ON THE PROBLEMS FACING SCHOOL BOARDS IN

MANAGING SCHOOL TO IMPROVE ACADEMIC PERFORMANCE IN
SECONDARY SCHOOLS IN TANZANIA: A CASE OF MBOZI DISTRICT
COUNCIL

WELLUS SAMSON

BAED 54909

SUPERVISOR: Mr. AMOS

A Research Report Submitted to the Faculty of Arts and Social Sciences in Partial Fulfillment
of the Requirement for the award of Bachelor Degree of Arts with Education of Saint
Augustine University-Mbeya Centre.

JULY, 2019
 DECLARATION
I, SAMSON WELLUS, I do hereby declare that, this research report is my original work and
that; it has not been presented to any other University for a similar or any other academic
award.

Signature: ……………………………………………
Registration Number: SAMB - BAED-54909

Date: …………………………………………………

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 CERTIFICATION
The undersigned certifies that he has read and hereby recommends for acceptance by the St.
Augustine University of Tanzania a research report entitled: “An Assessment on the
Problems Facing School Boards in Managing School to improve Academic Performance
in Secondary Schools in Tanzania: A Case of Mbozi District Council”, in partial fulfillment
of the requirements for the award of Bachelor degree of Arts with Education of the St.
Augustine University of Tanzania.

_________________________

Mr. Amos

(Supervisor)

Date ________________________

iii
 DEDICATION
This research report is sincerely dedicated to my family for their psychological, spiritual and
moral support as well as their prayers to me that enhanced the accomplishment of the course
with great success.

ACKNOWLEDGEMENT
I hereby acknowledge with a lot of appreciation the support from my supervisor, Mr. Amos.
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I cannot also forget to thank all Lecturers of St. Augustine University of Tanzania Mbeya
campus for imparting me requisite skills and knowledge.

My sincere thanks should also go to the District Education Officer at Mbozi District Council
for giving permission for collecting the data.

I would like to thank Head of schools and teachers of all secondary schools at Mbozi District
that I have visited for collecting data that enabled to write this report as it is, their
contribution is acknowledged.

Last but not least, I want to thank all my colleagues for their support and for editing and
proof reading my work.

ABSTRACT
The purpose of this study was to investigate problems facing school boards in managing
school to improve academic performance in secondary schools in Tanzania particularly at
Mbozi District. The study was guided by the following objectives which were to identify lack

v
of trainings among school committees lead to failure in managing school to improve
academic performance in secondary schools, to examine low community participation
necessitate failure by school committee in managing school to improve academic
performance in secondary schools and to suggest measures that will be taken to solve
challenges facing school committees in implementing their roles in secondary schools at
Mbozi District-Tanzania. The study used case study design whereby questionnaire and
interview methods were used to collect information.
The study findings revealed that poor community participation lead to the failure of school
committee members in managing secondary schools. Also it was found that there were
provisions of trainings to school committee members for the purpose of improving their
knowledge in managing schools and finally it was found that measure that should be taken to
solve the challenges facing school committees in implementing their roles in primary schools
was provision of regular training regarding on their roles and responsibilities in secondary
schools so that they can help them to manage the school.
The study concluded that community members should cooperate with school committee
members so that it can be easy for them to manage schools. Similarly it was concluded
training to school committee members so that they become aware of their responsibilities in
schools. Finally it was concluded that cooperation between teachers and school committee
members in primary schools should be strengthened so that to make good environment for
managing the school.
The study recommended that education system should invest significant efforts in order to
make sure that members of school committee, teachers and the government work collectively
to enhance the quality of education in schools. Also it was recommended that the government
should introduce motivation to school committee members in order to promote the quality of
education.

TABLE OF CONTENTS
DECLARATION.......................................................................................................................ii

CERTIFICATION....................................................................................................................iii

vi
DEDICATION..........................................................................................................................iv

ACKNOWLEDGEMENT.........................................................................................................v

ABSTRACT..............................................................................................................................vi

LIST OF ABBREVIATIONS AND ACRONYMS...................................................................x

LIST OF FIGURES..................................................................................................................xi

CHAPTER ONE........................................................................................................................1

INTRODUCTION AND BACKROUND OF THE PROBLEM...............................................1

1.0 Introduction..........................................................................................................................1

1.1 Background of the problem..................................................................................................1

1.2 Statement of the problem.....................................................................................................2

1.3 Objectives of the study.........................................................................................................3

1. 3.1 General objective.............................................................................................................3

1.3.2 Specific Objectives............................................................................................................3

Research Questions....................................................................................................................3

1.5 Scope of the study................................................................................................................3

1.6 Significance of the study......................................................................................................3

1.7 Limitations of the study.......................................................................................................4

1.8 Definitions of the key term..................................................................................................4

1.9 Conceptual framework.........................................................................................................4

CHP TER TWO.........................................................................................................................6

LITERATURE REVIEW...........................................................................................................6

2.1 Introduction..........................................................................................................................6

2.2 Theoretical review................................................................................................................6

2.2.2 The roles of the School Boards.........................................................................................7

2.2.2.1 Specific Responsibilities of the School Board...............................................................7

Specific responsibilities of the School Board included to;........................................................7

2.2.3 Training Programmes for School Board Members.........................................................8

2.2.3.1 Types of Training...........................................................................................................8

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2.2.3.1.1 Induction and Orientation Training.............................................................................8

2.2.3.1.2 Long Term Training and Professional Training..........................................................8

2.2.3.1.3 Management Development Training...........................................................................8

2.2.4 School Board Composition...............................................................................................9

2.2.5. Working Environment....................................................................................................10

2.3 Empirical review................................................................................................................11

2.3.1 Empirical review from studies conducted outside Tanzania...........................................11

2.3.2 Empirical review from studies conducted inside Tanzania.............................................12

2.4 Research gap......................................................................................................................12

CHAPTER THREE..................................................................................................................14

RESEARCH METHODOLOGY.............................................................................................14

3.1: Introduction.......................................................................................................................14

3.2: Research Design................................................................................................................14

3.3: Survey Population.............................................................................................................14

3.4: Area of the research..........................................................................................................15

3.5: Sampling design and procedures.......................................................................................15

3.6: Methods of data collection................................................................................................15

3.6.1: Questionnaire.................................................................................................................15

3.6.2. Interview........................................................................................................................16

3.6.3 Documentary Review......................................................................................................16

3.7: Data Analysis....................................................................................................................16

CHAPTER FOUR....................................................................................................................17

DATA INTERPRETATION, ANALYSIS AND DISCUSSION OF FINDINGS..................17

4.0 Introduction........................................................................................................................17

4.1 Influence of training to School boards in managing school at Mbozi District..................17

4.2 Poor community participation lead School board fail in managing school.......................18

4.3 Measures to be taken to solve challenges facing School boards........................................19

CHAPTER FIVE......................................................................................................................21

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SUMMARY, CONCLUSINS AND RECOMMENDATIONS OF THE FINDINGS............21

5.1 Introduction........................................................................................................................21

5.2. Summary of the study.......................................................................................................21

5.2.1 Influence of training to School boards in managing school............................................21

5.2.2 Poor community participation and School board in managing schools at Mbozi District
..................................................................................................................................................21

5.2.3 Measures taken to solve challenges facing School boards in implementing their roles in
Secondary schools at Mbozi District........................................................................................21

5.3 Conclusion..........................................................................................................................22

5.4 Recommendations..............................................................................................................22

5.4.2 Recommendations for further studies.............................................................................22

REFERENCES.........................................................................................................................23

APPENDICES..........................................................................................................................24

LIST OF ABBREVIATIONS AND ACRONYMS

KCPE Kenya Certificate of Primary Education

WEO Ward Education Officer

LGA Local Government Authority

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SEDP Secondary Education Development Programme

SAUT St. Augustine University of Tanzania

SMCs School Management Committees

LIST OF FIGURES
Figure 1. Conceptual framework................................................................................................5
Figure 4.1 Provision of trainings to school boards……………………………………...........17
Figure 4.2 Low community participation necessitate failure by school board in managing
School……………………………………………………………………………..18
Figure 4.3 Measures that will be taken to solve challenges facing school...............................19

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 CHAPTER ONE

INTRODUCTION AND BACKROUND OF THE PROBLEM

1.0 Introduction
This chapter presents background, statement of the problem, objectives of the study, research
questions, significance of the study, scope of the study, limitation of the study, definitions of
the key terms and conceptual framework.

1.1 Background of the problem

A school board is a group of elected members responsible for managing and overseeing the
activities in secondary school, and to provide it with community support. Each secondary
school is required by law to have a school board (Komba and Ndibalema, 2009). The
members of school board include teachers, parents, ward Council and other education
stakeholders. The establishment of school board was meant to assist in, among other things,
management and supervision of financial resources in secondary schools (Vavrus, 2005).
These boards are also responsible for management, development planning, discipline and
finance of respective institutions.
Since the launching of secondary education development programme (SEDP) in 2002, more
responsibilities and powers have been conferred to the school boards to enable them pursue
local level initiatives in the management and development of their respective schools.
Ministry of Education and Vocation Training (2009), spelled that responsibilities of school
boards includes to mobilize voluntary council contributions to projects in the form of labour,
money, or building materials such as timber and sand facilitate planning budgeting and
implementation at the school level, provide information to the community on implementation
and indicating progress achieved, problems encountered and funds used, manage funds
received for project implementation while ensuring maximum transparency and
accountability, prepare and submit accurate and timely progress and financial reports to the
village council councilor and local government authority, effectively communicate
educational information to all parents, pupils, community, stakeholders, to the village, ward
and LGA and general oversight of day to day affairs of the school. Though school boards
perform a great task in managing school academic performance but they face different
problems starting globally for instance;
In the study conducted by Morris and Alsaaty (2017) on high school leadership: The
challenge of managing resources and competencies in schools in the United States of
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America, they found that the school boards face different challenges like inadequate funds
and poor policy that fails to state their decision making in the process of managing schools to
improve academic performance.
In Kenya school board member in the secondary schools management face challenges like
lack of accounting skills and lack of personal continuous development and training (Kanyiri
et al, 2015).
The findings of studies in sub-Sahara Africa and South Asia indicate that the implementation
of governance reforms in schools is encountering major difficulties. Teacher opposition to
these reforms has been intense in some countries. In Nepal, for example, some teacher unions
have resisted plans to hand over the management of schools to communities because of fear
that their rights and privileges will be trampled upon and teachers will be excluded from
decision-making. In Bangladesh, there is widespread dissatisfaction with how school
management boards are functioning. They tend to be dominated by head teachers and local
political leaders and do not have sufficient resources to carry out their designated
responsibilities (Bennell & Akyeampong, 2006). Most challenges facing SMCs are as a result
of limited education and lack of training on relevant skills pertaining their management
functions.
In Tanzania school boards face different challenges in managing school, for example in the
study conducted by Mbise (2015) on the factors facing school boards in enhancing the quality
of education in Tanzania specifically at Monduli District the findings revealed that most of
the members of the board failed to implement different responsibilities due to variety of
factors including the shortage of trainings that would provide highlights of their
responsibilities. Further, it was revealed that local community participation in financing
education was low because they considered it as a role of the government. Therefore this
study investigated problems facing school boards in managing school to improve academic
performance in secondary schools at Mbozi District.

1.2 Statement of the problem

Despite of the great roles that the school board member perform to enhance good academic
performance in secondary schools in Tanzania but there are large number of challenges that
they face in their implementation of the functions in day tom day activities in schools. In this
speaking this study concentrated on the investigation of problems facing school boards in
managing school to improve academic performance in secondary schools in Tanzania

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1.3 Objectives of the study

1. 3.1 General objective

The purpose of this study was to investigate problems facing school boards in managing
school to improve academic performance in secondary schools in Tanzania particularly at
Mbozi District.

1.3.2 Specific Objectives

i) To identify if there are trainings of school management among school board members in
secondary schools at Mbozi District-Tanzania.
ii) To examine community participation with school board in managing secondary schools at
Mbozi District-Tanzania.
iii) To suggest measures that will be taken to solve challenges facing school boards in
implementing their roles in Secondary schools at Mbozi District-Tanzania.

Research Questions
i). How lack of trainings among school boards lead to failure in managing school to improve
academic performance in Secondary schools at Mbozi District-Tanzania?
ii). How community participate with school board in managing secondary schools at Mbozi
District-Tanzania?
iii). What are the measures that will be taken to solve challenges facing school boards in
implementing their roles in Secondary schools at Mbozi District-Tanzania?

1.5 Scope of the study

This study was conducted at Mbozi District and was conducted in the three schools by
involving head of schools, teachers, school board members and District Education officials.

1.6 Significance of the study

This study investigated problems that face school boards in enhancing the quality of
education in secondary schools in Tanzania. It is expected that, this study might be beneficial
to decision-makers, civil societies, non-governmental organizations, teachers, pupils and the
ministry of education, science and technology in planning and policy making.

Also the study may help in resources allocation and management of local services including
education so as to bring about equity and access to quality education. It is also expected that

3
the results of this study may be useful to different aid-giving sponsors including textual
materials to needy secondary schools.

Moreover, the study results also are expected to stimulate further research on the issues
relating to acquisition of quality education by 2025 as stipulated in the millennium
development goals.

1.7 Limitations of the study

This study was carried out at Mbozi District in Songwe region in Tanzania. The study was
carried out from January 2019 to July 2019. The study maybe faced by the following
limitations;

Firstly, lack of fund to satisfy the need of the researcher transport and stationery cost. During
the study there are some need which the researcher wants includes stationary like photocopy
and printing. This need is very important to the researcher.

Second, was time due to the fact that, time that is allocated to conduct the study is too short
or minimum which is not enough to conduct the study. This led the researcher to use few
sample to represent more respondent in the study.

Third was poor response of respondent this is due that to the respondent no response to the
researcher because some not willing to fill the questionnaires on time. This caused the
researcher to fail to complete the study on time.

1.8 Definitions of the key term

School board; A school board is a group of elected members responsible for managing and
overseeing the activities of a secondary school, and to provide it with community support
(HakiElimu, 2014).

1.9 Conceptual framework

This study is guided by conceptual framework that shows the relationship between the
variables. In this study low education level, lack of on-job trainings about job responsibilities,
lack of management skills, interruptions from political parties, inadequate school funds and
poor community participation on school issues are independent variables that influence
changes to dependent variables which are poor quality of education and poor school
academic performance.

4
Education policy, this is the guidelines that postulates how the school boards has to
do/perform their duties and responsibilities to ensure the quality of education and good
academic performance in secondary schools is attained. If this policy is implemented
effectively it will ensure there is good working environment of the school board members in
turn it lead to attainment of the quality education provided and if it is poorly implemented it
will lead to poor working of the school board as a result of worse in quality of education in
secondary schools.

Figure 1. Conceptual framework

INTERVENING VARIABLE
-Education policy

INDEPENDENT VARIABLES

-Low education level DEPENDENT VARIABLE

-Lack of on-job trainings about
-Low Quality of Education
job responsibilities
-Poor school academic
-Lack of management skills
Performance
-Interruptions from political
parties
-Inadequate school funds
-Poor community participation
on school issues

Source: Researcher, (2019)

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 CHP TER TWO

LITERATURE REVIEW

2.1 Introduction
This chapter presents introduction that shows components that was discussed in the whole
chapter, theoretical review this shows theories that guides the study, empirical review in this
part different authors from outside Tanzania and those from inside Tanzania of the same
views of the topic being understudy was reviewed to provide general picture of the problem,
research gap this shows difference between the studies by other researcher and the current
topic and conceptual framework.

2.2 Theoretical review

This study was guided by the cognitive resource theory of Fiedler and Garcia, (1987), which
assumes that intelligence and experience and other cognitive resources are factors in
leadership success. Cognitive resources refer to the leaders’ intelligence, ability and technical
competence. This theory has a belief that training leads to improved job performance.

The theory is relevant to the study on the capacity of the school boards’ in managing the
school in order to improve academic performance in public secondary schools, since it
stresses on the fact that the school boards need to posses the right intellectual abilities,
technical competence and necessary knowledge so as to be effective in their work. It
emphasize on training which leads to improved performance just as it is stressed by
commission report (Koskei, 2004). This theory provides a framework that is helpful in
understanding problems facing school boards in managing school to improve academic
performance in public secondary schools hence become an eye opener to the Ministry of
Education, Science and Technology to put up a clear criteria on the appointment of the school
boards, to consider their intelligence, experience, ability and technical competence which is
to a large extent attained by considering their academic qualification and enhancing training
for better performance. By being competent, it means that the school boards can adequately
perform their management functions.

2.2.1 The Conceptual Overview

School board is a group of elected or appointed members from the school community, with
the responsibility of managing and overseeing the activities of secondary school and
promoting participation of local community members in educational development at the local
levels.
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2.2.2 The roles of the School Boards
According to section 3.4.3 of the Education and Training Policy (ETP) (URT, 1995),
education boards and boards of the regions, district, town, municipal and city councils in
Tanzania are assigned management responsibilities; that:-“Education and Training Boards
shall be established for every region, district, town, municipal and city council and shall be
responsible for management of all levels of education and training in their areas of
jurisdiction.” Sections 4.3.5 and 6 further establish boards and boards for education and
training institutions (including secondary schools). These boards are also responsible for
management, development planning, discipline and finance of respective institutions.
Education Act No. 25 of 1978 as amended by Act No. 10 of 1995 assigns functions to the
boards as including tasks such as considering and accept or reject applications for admissions
of pupils to the school, confirm or disallow the dismissal of pupils from school, and advising
the head teacher or other head of school and the local authority on matters relating to the
management and conduct of the school.

2.2.2.1 Specific Responsibilities of the School Board

Specific responsibilities of the School Board included to;

1. Mobilize voluntary community contributions to projects, in the form of labor, money

or building materials such as timber, sand and others;

2. Facilitate planning, budgeting and implementation at the school level;

3. . Provide information to the community on implementation and, indicating progress

achieved, problems encountered and funds used;

4. Manage funds received for project implementation while ensuring maximum

transparency and accountability.

5. Prepare and submit regular project progress report to the LGAs through Council
Education Officers

6. Prepare and submit accurate and timely progress and financial reports to the village
council, ‘mtaa’ board and LGA
7. Effectively communicate educational information to all parents, pupils, community
stakeholders, to the village, ward or ‘mtaa’ and LGA

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2.2.3 Training Programmes for School Board Members
Gupta (2008) defines training as the process of increasing the knowledge and skills for doing
a particular job. It is an organized knowledge by which people learn the knowledge and skills
with the purpose of bridging the gap between job requirements and present competence of an
employee. Training imparts skills and knowledge to employees in order that they contribute
to the organization’s efficiency and be able to cope up with the pressures of changing
environment. Therefore the viability of an organization depends to a considerable extent on
the skills and knowledge of different employees.

2.2.3.1 Types of Training

According to Mullins (2005), training is a continuous process, beginning with the orientation
of new employees and continuing throughout an employee’s tenure with the organization.
Accordingly the following are the types.

2.2.3.1.1 Induction and Orientation Training

Persons recruited for the first time in the organization, are new to both the organization to
which they have been employed and to workers in such organization. According to Mullins
(2005), induction is the introduction of new-comers to the work place, colleagues and works
itself. It is a deliberate effort by management to make employees familiar in their new
employment.

2.2.3.1.2 Long Term Training and Professional Training

This type of training practices is geared towards training of employees who require
professional qualifications such as degrees or diplomas. Normally, the training is provided
through full time attendance to a course in learning institutions, or through part time and
distant learning. Professional training is beneficial to the organization as it helps to have
competent and qualified human resources. Therefore it needs proper handling especially in
allocation of positions, since if the concerned employees are misallocated it can easily lead
them to quit the employment.

2.2.3.1.3 Management Development Training

Managers are persons who plan the work to be done and ensure that they supervise their
subordinates to perform their daily tasks according to the laid down organizational standards.
They thus need to be equipped with requisite skills and knowledge required. Gellejah (2004),
points out that, organizations creates management development programmes to have trained
personnel who are able to carry out the management functions as required by specific
8
organization. The author further, explains that, contemporary organizations must have
competent managers who can cope with the growing complexity of the problem affecting
their operations. According to Gupta (2008), well planned and executed training programmes
provide the following advantages to the organization;

i. Higher productivity. It helps to improve the level of performance of an employee,

this is because, a trained employee performs better by using better methods of work,
better quality of work: best standardized methods of training help to improve quality
of products or service because there is uniformity of work methods and procedures.
ii. Cost reduction. Trained employees make more economical use of materials and
machinery together with increased productivity, which help to minimize costs of
operations.
iii. High morale. Through training, employees can develop positive attitude towards the
job. Job satisfaction and morale are also improved due to rise in earnings and job
security of employees. Employees’ grievances are also reduced because training
provides opportunities for internal promotion.
iv. Personal growth. Training enlarges the knowledge and skills of the participants. In
that case, trained employees are more valuable asset to any organization. It helps to
develop people for promotion to higher posts.
v. Organizational climate. A sound training programme helps to improve the climate of
an organization as it improves the industrial relations as well as discipline, it reduces
resistance to change. It enhances organizational stability this is because training helps
to reduce employee turnover and absenteeism.
vi. Increased organizational viability and flexibility. Trained people are necessary to
maintain organizational viability and flexibility, by making an organization survive
during bad days and by sustaining its effectiveness.
A sound training programme helps to improve the climate of an organization as it improve
the industrial relations as well as discipline, it reduces resistance to change. It enhances
organizational stability this is because training helps to reduce employee turnover and
absenteeism. Trained people are necessary to maintain organizational viability and flexibility,
by making an organization survive during bad days and by sustaining its effectiveness.

2.2.4 School Board Composition

The role of educational system has to encourage, foster and prepare the young people to play
a dynamic and constructive part in the development of a society in which all members share

9
fairly in the good or bad fortune of the group, and in which progress is measured in terms of
human well-being. The education must therefore inculcate a sense of commitment to the total
community, and help the pupils to accept the values appropriate to our kind of future, not
those appropriate to our colonial past. The compositions of members in school board include;
teachers, parents, wards members of school boards and boards.
According to the United Republic of Tanzania (2005) each school has a School Board
comprising of members from the Village and Mtaa Government, teachers, pupils and the
community. The Chairman of the Village and Mtaa Government and the Village Executive
Officer are not members of the School Board. This exclusion is intended to promote
accountability and provide necessary checks and balances. The Head Teacher is a sub-
warrant holder and is responsible for keeping records of all financial transactions at school
level and is accountable for all funds entrusted to him and her. The Head Teacher is the
adviser to the School Board, and keeps records and minutes of the School Board meetings.
Councils have undertaken training programmes for School Boards on management of funds
and running of schools. Tailor made modules were provided to Head Teachers on keeping
books of accounts (elementary). These programmes were managed by special teams acting as
training of trainers. School board is formed from the surrounding community within a
specified geographical location, with a vested interest on the day to day activities and
performance of the school. Members of school boards can be parents, local leaders and local
NGOs. Contemporary conception about the school boards in Tanzania emerged following the
recent government reforms, management and co-ordination of the Secondary Education Sub-
Sector. The Government strives to enhance empowerment by promoting democratic
participation and accountability at all levels. This vision demands increased involvement of
men, women and children from all communities. Partnerships between teachers, schools and
communities have been developed in order to strengthen school management. At the school
level, the school board is accountable to the village council in district authorities and to mtaa
board in urban authorities. Since the launching of SEDP in 2002, more responsibilities and
powers have been conferred to the school boards to enable them pursue local level initiatives
in the management and development of their respective schools (Ministry of Education and
Vocation Training, 2009).

2.2.5. Working Environment

A work environment can be identified as the place that one works. This is in an office
building in a cube, at home, at the kitchen table, from a car or truck, at a construction site or a
farm (Prasad, 2005). Healthy work environments can point to other factors in the work
10
environment, such as co-workers, air quality, ergonomic seating, management (the boss!),
child care, parking, noise, and even the size of one's cube (Shu-chi and Jung-nung 2005). A
work environment does not require a job. It requires that work has to be done in some place.
These can also be considered as atmosphere at work. A hostile work environment may also
be created when management acts in a manner designed to make an employee quit in
retaliation for some action (Keshawn and Morell 2005). For example, if an employee
reported safety violations at work, was injured, attempted to join a union, or reported
regulatory violations by management, then their response might be to harass and pressure the
employee to quit (Prasad, 2005). Teaching and Learning occur in an environment. Building a
good learning environment means taking into account both the psychologist's and the
instructionalist's perspectives. Learning is also increased when two or more learners work
together on a problem. This assistance or co-learner function may be provided by humans.
Learning environments are difficult to implement and currently they are not cost effective.
A learning environment should be designed to be as powerful as dedicated working
surrounding. It must be rich and complex reflecting the essential properties of what has to be
learned. For instance the environment must be structured. If the richness of a learning
environment is a quality, its complexity may reduce learning. It must provide optimal
learning conditions as a function of the learner's stage of knowledge. Learning environments
should also be designed as hierarchical knowledge base generators. Learning environments
should present knowledge as a communication system. A learner must interact with teachers
and the environment. The role of teachers as part of the environment is to provide knowledge
from the syllabus. Learning material contains what has to be learned in a very broad sense
knowing what, knowing how.

2.3 Empirical review

This part is divided into two parts which are empirical review studied outside Tanzania and
those which studied inside Tanzania.
2.3.1 Empirical review from studies conducted outside Tanzania
The study conducted by Kiprono et al (2015) about an assessment of school management
boards’ capacity in the implementation of free secondary education funds in public secondary
schools: A survey of Eldoret East District. In their study they found that school management
boards were inability to implement devolved free secondary education funds while at the
same time lacking accounting skills and lack of personal continuous development and
training for their daily job responsibilities.

11
In Switzerland school boards fail to manage the school programmes because those selected
members of the boards have no expertise in terms of pedagogy, personnel or management
skills (Wagner et al, 2004). Study conducted by Opande (2013), on the influence of school
management boards’ motivational practices on KCPE performance in public secondary
schools of Suba-West division, Migori district. The finding was that SMC motivated teachers
through rewards to boost KCPE performance in their schools. Recognition by SMC to
teachers’ effort was found to influence pupils’ performance in KCPE. Schools where SMC
had good relations with the teachers posted better results than those with poor or below
average relations.

2.3.2 Empirical review from studies conducted inside Tanzania

Sezary (2013) conducted a study on factors inhibiting school board performance at Ilala
Municipal Council. Results revealed that schools did not have organized plan for conducting
organized training for School board members due to the financial difficulties. It was also
revealed that teachers and parents were not participating fully in decision making; this was
due to the fact that the head-teacher feared that they would lose their authority to run
schools. Results also showed additional factors as including poor attendance of school board
members in meetings; inactiveness of councilors to participate in meetings and other school
activities, low financial capacity of communities; poor board member experience and
knowledge on supervision of school activities.

Mbise, (2015) investigated factors facing school boards at enhancing the quality of education
in Tanzania. The findings revealed that most of the members of the board failed to implement
different responsibilities due to variety of factors including the shortage of trainings that
would provide highlights of their responsibilities. Further, it was revealed that local
community participation in financing education was low because they considered it a role of
the government. The study concluded that school board is very important since it helps in
enhancing the quality of education in schools of Tanzania.

2.4 Research gap

Little studies that have been studied on the challenges facing school boards in the
management of school, information about the exactly challenges that school boards face in
the whole process of managing the school for the purpose of improving school academic
performance in secondary schools. Therefore this study filled this gap by examining the
challenges that school boards face in the managing of secondary school in Tanzania

12
especially at Mbozi District as it adds information to the literature that will be used by other
researchers.

13
 CHAPTER THREE

RESEARCH METHODOLOGY

3.1: Introduction
This chapter presents research methodology and procedure that was used to investigate
problems facing school boards in managing school to improve academic performance in
secondary schools in Tanzania. It included research design, survey population, sampling
design and sampling techniques, methods of data collection and data analysis.

3.2: Research Design

A research design is the arrangement of conditions for collection and analysis of data in a
manner that aims to combine relevance to the research purpose with economy in procedure
(Kothari, 2004). In this study, the researchers used survey design, because it is
comprehensive and few cases within institutions could be explored. Therefore the case study
facilitated the task at easy and more accurate way compared to another design.
Also this study employed mixed research design that involves both qualitative and
quantitative approach. In fact, the combination of qualitative and quantitative approaches
provides the most complete or insightful understanding. It thus provides a better
understanding of research problems than either one approach alone. It can also provide better
opportunities for testing alternative interpretations of the data, for examining the extent to
which the context helps to shape the results, and for arriving at convergence in tapping a
construct (Creswell, (2003).

3.3: Survey Population

Population refers to the larger group from which the sample is taken (Kombo and Tromp,
2006).Thus a population refers to the people that the researcher has in mind from which
information can be obtained. This study drawn study sample size of 45 respondents from
3629 population to be representative of the group. The targeted population include
educational administrators from Mbozi District council, teaching staff, head teachers and
school board members.

3.4: Area of the research

This study was conducted at Mbozi District. Mbozi District is a district in Songwe Region,
Tanzania. It is bordered to the north by Chunya District, to the east by Mbeya Urban and Ileje
Districts, to the south by Zambia and to the west by Rukwa Region.
14
According to the 2012 Tanzania National Census, the population of the Mbozi District was
446, 339.

3.5: Sampling design and procedures

The sampling design and procedures that used in this study is simple random sampling and
purposeful sampling. Simple random sampling is the type of sampling which provide equal
chance to every member in the population to be selected to present others (Kothari, C.R.
2004). The study used random sampling to get 20 teachers and 20 school board members for
providing information. To get the sample pieces of papers was assigned numbers 1 to 10 and
mixed in a box then teachers were allowed to take one piece of paper, and then all teachers
who take piece of paper with even number were selected for the study. Purposive sampling
was used to 1 Ward Education Officer (WEO), 1 District Education Officer (DEO), and 3
Head teachers. Therefore, the total sample size that was used in this study was 45.

3.6: Methods of data collection

The data collection method that was used in this study were; interview and questionnaire that
help to get the secondary data from the respondents. Also interview was used to collect
information that is very important for strengthening the qualitative data and quantitative data
was collected through questionnaires.

3.6.1: Questionnaire
The questionnaire method was administering regarding to the research objectives to examine
the problems that face school boards in managing school in order to improve academic
performance in secondary school at Mbozi District in Songwe Region. Questions were
structured to get the study information to teachers, head teachers and school board members.
The reasons of selecting questionnaire as a tool for data collection are; it is free from bias,
answers are in respondent’s own. There is low cost even when the universe is large and is
widely spread geographically. Respondent have more time to give well answers.

3.6.2. Interview
The researcher used interview in getting information on the problems facing school boards in
managing school to improve academic performance in secondary schools in Tanzania
particularly at Mbozi District. Interview are used to gather data from people about opinions,
believes, and feelings about situation in their own words (Ary, Jacobs and Sorensen, 2010).
This may help the researcher to get the information that could not be easy to get through

15
other tools such as questionnaire and documentary review. In this study, interviews were
conducted to District Education Officer and Ward Education Officer.

3.6.3 Documentary Review

Documentary review; these are the sources, documents, to support a view points or argument
of an academic work. The process of documentary research often involves some or all of
conceptualizing, use and assessing documents. In this study the research used different
documentary review of various publications in the collecting data. Examples of those
publications are books, newspapers, various publications of foreign government and
magazines.

3.7: Data Analysis

The term analysis refers to the computation of certain measures along with searching for
patterns of relationship that exist among variables (Kothari, 2004). The study included both
Qualitative and Quantitative data that was collected from the field. Quantitative data was
analyzed by using Microsoft Excel and present into statistical charts, percentage and tables.
For qualitative data analysis, content analysis was used. Therefore the collected information
was presented in terms of graphs, percentage and charts so as to help the researcher to draw
the conclusions of the relationship between variables and suggesting of the possible measures
concerning the problem investigated.

CHAPTER FOUR

DATA INTERPRETATION, ANALYSIS AND DISCUSSION OF FINDINGS

4.0 Introduction
This chapter presents data collected from the field that was based on the problems facing
School boards in managing school in Tanzania particularly at Mbozi District. The
16
information was collected by questionnaire and interview methods. From the field
questionnaire from School board members was not returned as well as 3 questionnaire from
teachers were also not returned and 39 questionnaires was collected. More over District
education officer and Ward education officer responded well on the interview. The
information collected from the field was presented in relation to study objectives.

4.1 Influence of training to School boards in managing school at Mbozi District

In this study the researchers intended to know if training to School board members in
secondary schools at Mbozi District lead to failure in management of schools in improving
academic performance. After getting the information from School board members, teachers
and head teachers through questionnaire it was presented in the figure below.
Figure 2 Provision of trainings to School boards

Source: Field Data, 2019

Figure 2 presents the results that 29(74%) respondents pointed out that there were provisions
of trainings to School board members for improving their knowledge in managing schools
and 10(26%) respondents refuted that there were provisions of trainings to School board
members for improving their knowledge which lead them to fail in managing schools as a
way of enhancing good academic performance in primary schools.
However the interview done by District and Ward education officers provided their views
that “School board members are given short training in order to equip them with knowledge
on how to run the school for the purpose of ensuring secondary schools achieve their goals
in increasing primary school academic performance”. Therefore it was concluded that
School board members were given trainings to improve their work performance in primary
schools.

17
The study by Mbise, (2015) recommends that the Ministry of Education, Science and
Technology should provide a guideline on procedures on how School boards can operate
effectively to improve secondary schools academic performance.

4.2 Poor community participation lead School board fail in managing school
The study also wanted to know if low community participation necessitates failure by School
board in managing school to improve academic performance in primary schools. The results
from School board members, teachers and head teachers through questionnaire were
presented in the figure 3.
Figure 3 Poor community participation lead School board fail in managing school

Source: Field Data, 2019

Results in the figure 4.2 indicates that majority of the respondents (74%) argued that low
community participation lead to the failure by School board members in managing secondary
schools to improve academic performance at Mbozi District while 26% of the respondents
disagreed that low community participation lead to failure by School board members in
managing secondary schools to improve academic performance.
However the results collected through interview from the District education officer and Ward
education officer revealed that, “low community participation in matter relating to academic
performance in schools with the School board members lead to failure in attaining the
improvement of academic performance, this relates to Mbozi District because there is poor
cooperation from community members and School board members this is due to the failure in
attending school meeting.”
The findings in the study conducted by Sezary (2013) who studied on factors inhibiting
School board performance at Ilala Municipal Council. Results showed that factors inhibiting

18
School board performance in secondary schools were poor attendance of School board
members in meetings; inactiveness of councilors to participate in meetings and other school
activities, low financial capacity of communities; poor committee member experience and
knowledge on supervision of school activities. This was also insisted by Mbise, (2015) who
investigated factors facing School boards at enhancing the quality of education in Tanzania.
The findings revealed that most of the members of the committee failed to implement
different responsibilities due to variety of factors including the shortage of trainings that
would provide highlights of their responsibilities. Further, it was revealed that local
community participation in financing education was low because they considered it as a role
of the government.
4.3 Measures to be taken to solve challenges facing School boards
The researcher also wanted to know the responses from the respondents on measures to be
taken to solve the challenges facing School boards in primary schools. Study findings from
the field got different opinions from the respondents this can be evidenced by the results
presented in the figure 4.
Figure 4. Measures that will be taken to solve challenges facing School boards

Source: Field Data, 2019

Results indicates that majority of the respondents (42%) pointed that the best measure that
should be taken to solve the challenges facing School boards in implementing their roles in
secondary schools was that School board members should be given regular training regarding
on their roles and responsibilities in secondary schools so that they can help them to manage
the school to reach the goal of improving academic performance, also (37%) of the
respondents said that School board members should be given motivation like sitting

19
allowances during the meetings so that they can be encouraged to perform their tasks as
members of the School board, (12%) of the respondents said that there should be good
relationship among the School board members, (7%) of the respondents pointed out that there
should be good cooperation between teachers, School board and community at large and only
(2%) respondents said that local government should involve in monitoring secondary schools
so that they can help School board members to improve the academic performance in the
specified primary school.
Also answers from the interview were related to the ones that majority of the respondents
provided. For instance District education officer said that, “School board members should be
provided on job training so that it can help them to know their roles and responsibilities to
perform in secondary schools so that in return it can enhance good academic performance.”

CHAPTER FIVE

SUMMARY, CONCLUSINS AND RECOMMENDATIONS OF THE FINDINGS

5.1 Introduction
In this chapter summary of the findings is presented, conclusions and recommendations of the
findings is also presented based on the objectives of the study.

5.2. Summary of the study

This study used a total of 41 respondents who were involved in answering questions for the
study as well as those who participated through the interview. The study also used case study

20
design where both qualitative and quantitative approaches were used in this study especially
in the data presentation, analysis, discussions as well as interpretation.
5.2.1 Influence of training to School boards in managing school
The results from the findings revealed that there were provisions of trainings to School board
members for improving their knowledge in managing schools. Therefore it was found that
School board members were given trainings to improve their work performance in primary
schools.
5.2.2 Poor community participation and School board in managing schools at Mbozi
District
Results indicated that poor community participation lead to the failure by School board
members in managing secondary schools to improve academic performance at Mbozi
District.
5.2.3 Measures taken to solve challenges facing School boards in implementing their
roles in Secondary schools at Mbozi District
Results found that measure that should be taken to solve the challenges facing School boards
in implementing their roles in secondary schools was that School board members should be
given regular training regarding on their roles and responsibilities in secondary schools so
that they can help them to manage the school to reach the goal of improving academic
performance, also School board members should be given motivation like sitting allowances
during the meetings so that they can be encouraged to perform their tasks as members of the
School board, there should be good relationship among the School board members, there
should be good cooperation between teachers, School board and community at large and local
government should involve in monitoring secondary schools so that they can help School
board members to improve the academic performance in the specified primary school.

5.3 Conclusion
Basing on the study findings the following were conclusion made;
Although the role of School boards is not very obvious to large number and even members of
the School board themselves, it is better that School board members are informed through
trainings in order to understand their roles to perform in schools.
Also the community members should be encouraged to participate in schools through
conducting meetings and involving in different school activities like building of toilets,
contributing in terms of funds and material things like chairs and desks that would help easy
for School board members to manage primary schools.

21
Moreover there is a need of providing capacity building to all who are concerned particularly
members of School board so as to enhance their ability. The constraints that undermined the
implementation of different responsibilities could be attributable to poor members of School
board understanding and poor leadership skills.

5.4 Recommendations
i. The education system should invest significant efforts in order to make sure that members
of School board, teachers and the government work collectively so that to enhance the quality
of education in schools.
ii. The community at large should be informed on how to play a role of making user friend
environment that will enable members of School board to understand the culture of schools
and the community around the primary school at large.
iii. The government should introduce motivation to School board members in order to
promote the quality of education.
iv. The government should provide enough teaching and learning materials and employing
enough teachers, also it should increase the capitation fund percentage in order to be adequate
so that it can help to improve issues relating to academic in primary schools.

5.4.2 Recommendations for further studies

Several issues requiring further investigation emerged from this research. This study was
based in Mbozi district and used case study design. Consequently; it will be difficult to
generalize the findings to the whole country because the sample was drawn from Mbozi
district only. Therefore, another study should be conducted with comparison approach to
examine factors hindering the role of School board using other districts and large sample than
what was used in this study.

REFERENCES

Ary, D., Jacobs, L. C., Sorensen, C. (2010). Introduction to Research in education. U.S.A:
WADSWORTH.
Creswell, J. W. (2003). Research Design Qualitative & Quantitative Approaches. Thousand
Oaks, Calif.: Sage.
HakiElimu, (2014) “What is School board?” Retrieved on 22/11/2018 from
http://hakielimu.org/files/publications/document106infosheet_what_is_school_commi
ttee_en.pdf.

22
Kanyiri, J. et al (2015) An assessment of school management boards’ capacity in the
implementation of FPE funds in public secondary schools: A survey of Eldoret East
District, Kenya. International Journal of Education and Research Vol. 3 No. 3
Komba, W. and Ndibalema, A. (2009) Improvement of Teaching and Learning Process for
Quality Education Outcomes. A paper presented at the Annual Joint Sector
Review held at The Water Front Building-Dar es Salaam, 5th -7th October 2009.
Kombo,K.D. and Tromp,L.A. (2006). Proposal and Thesis Writing: An introduction.
Paulines.
Mbise, E.M. (2015) Factors facing School boards in Enhancing the Quality of Education
in Tanzania: A Case of Monduli District.
Ministry of Education and Vocation Training (2009) Guidelines for School Supervision.
Morris,A.&Alsaaty, F.M (2017)High school leadership: The challenge of managing resources
and competencies in schools. Journal of Case Studies in Education. Volume 8.
Opande, K.S (2013) Influence of School Management Boards’ Motivational Practices on
Kenya Certificate of Secondary Education Performance in Public Secondary schools
of Suba-West Division, Migori District, Kenya.
Sezary, O. (2013) Factors Inhibiting School board Performance: The Case of Ilala
Municipal Council.
Seleman, L.K (2015) The Contribution of School boards on Public Secondary Schools’
Administrative performance: The Case of Morogoro District.
Vavrus, F. (2005). Adjusting inequality: Education and structural adjustment policies in
Tanzania. Harvard Educational Review, 75(2), 174-201. Wagao, J.H. (1990).

Wagner, A. et al, (2004). Attracting, Developing and Retaining Effective Teachers Country
Note: Switzerland.

APPENDICES
APPENDIX I: QUESTIONNAIRE FOR MEMBERS OF SCHOOL BOARD
The researcher is a student from St. Augustine University of Tanzania Mbeya Centre in
Mbeya region studying Bachelor Degree of Arts with Education (BAED). One of the
requirements of Degree is to undertake research during the third year of study. I’m now
currently in the field study particularly data collection phase.

The purpose of this questionnaire is to find answer to the questionnaire about problems facing
school boards in managing school to improve academic performance in secondary schools in
Tanzania particularly at Mbozi District. The information will be treated confidentially and
23
will be used for academic purpose only so your requested to fill free when fill this
questionnaire.

INSTRUCTIONS:
1. Choose the correct answer from the provided multiple choice by filling the appropriate
chosen answer in the provided table and put tick (√ )
2. Other instructions are indicated as per requirement of the specific questions.

PART I: PERSONAL INFORMATION.

1. Gender of the respondent. (choose as appropriate) and put tick (√ )

Male Female

2. Age of the respondent. (choose as appropriate) and put tick (√ )

Under 25 years 25-30 years 31-40 years 41-50 years Over 50 years

3. Academic qualification

Secondary Secondary Certificate Diploma Bachelor

4. For how long have you served as Ward Education Officer in years?
Below 1 year 5-10 years 10-15 years Over 15 years

PART II: QUESTIONS ABOUT PROBLEMS FACING SCHOOL BOARDS IN

MANAGING SCHOOL
1. Does the little understanding of managerial skills of some of the school board members
due to low level of education affect their responsibilities?
a) Yes ( ) b) No ( )
24
2. Are the school board members getting frequent training course to enhance their
responsibilities? a) Yes ( ) b) No ( )
3. Are the school board members having writing and reading skills?
a) Yes ( ) b) No ( )
4. Do the school board members take bribe from the parents so as to allow early marriage of
their school pupils? a) Yes ( ) b) No ( )
5. Do the school board members pass through the school meeting minutes to avoid the head
teacher to make forgeries? a) Yes ( ) b) No ( )
6. Are the school board members having high expectations of getting any income for being
elected in the membership? a) Yes ( ) b) No ( )
7. Do the school board members dodge some meetings for seeing that the meetings are less
important? a) Yes ( ) b) No ( )
8. Do the school board members make follow up of the teaching and learning process in
classrooms? a) Yes ( ) b) No ( )
If YES; can you explain how do they make follow up in the classrooms?
…………………………………………………………………………………………………
……………………………………………………………..
If NO; do you think is there any necessity for a school board to make follow up of the
teaching/learning process at classrooms level? a) Yes ( ) b) No ( )

9. Does community cooperate with school board in managing the school in improving
academic performance? a) Yes ( ) b) No ( )

10. Does low community participation lead to failure to school board in managing school to
improve academic performance? a) Yes ( ) b) No ( )

11. Does good cooperation between community and school board can help to improve
academic performance in secondary schools? a) Yes ( ) b) No ( )

12. Provision of regularly training to school board members can help to manage the school?
a) Yes ( ) b) No ( )

13.What do you think can be done to alleviate the low level of education challenge of the
school board members?
i)……………………………………………………………………………
ii)………………………………………………………………………………
iii)………………………………………………………………………………..
25
14. What do you think education policy should address to empower school boards in making
their duties more effective?
i)……………………………………………………………………..
ii)……………………………………………………………………..
iii)…………………………………………………………………….

Thank you for your participation

APPENDIX II: QUESTIONNAIRE FOR TEACHERS/HEAD TEACHERS

The researcher is a student from St. Augustine University of Tanzania Mbeya Centre in
Mbeya region studying Bachelor Degree of Arts with Education (BAED). One of the
requirements of Degree is to undertake research during the third year of study. I’m now
currently in the field study particularly data collection phase. The purpose of this
questionnaire is to find answer to the questionnaire about problems facing school boards in
managing school to improve academic performance in secondary schools in Tanzania
particularly at Mbozi District. The information will be treated confidentially and will be used
for academic purpose only so your requested to fill free when fill this questionnaire.

INSTRUCTIONS:
1. Choose the correct answer from the provided multiple choice by filling the appropriate
chosen answer in the provided blacket and put tick (√ )
2. Other instructions are indicated as per requirement of the specific questions.

26
PART I: PERSONAL INFORMATION.
1. Gender of the respondent. (choose as appropriate) and put tick ( )

Male Female

2. Age of the respondent. (choose as appropriate) and put tick ( )

Under 25 years 25-30 years 31-40 years 41-50 years Over 50 years

3. Academic qualification

Secondary Secondary Certificate Diploma Bachelor

4. For how long have you served as Ward Education Officer in years?
Below 1 year 5-10 years 10-15 years Over 15 years

PART II: QUESTIONS ABOUT PROBLEMS FACING SCHOOL BOARDS IN

MANAGING SCHOOL
1. Does the little understanding of managerial skills of school board members due to low
level of education affect their responsibilities?
a) Yes ( ) b) No ( )
2. Are the school board members getting frequent training course to enhance their
responsibilities? a) Yes ( ) b) No ( )
3. Are the school board members having writing and reading skills?
a) Yes ( ) b) No ( )
4. Do the school board members take bribe from the parents so as to allow early marriage of
their school pupils? a) Yes ( ) b) No ( )
5. Do the school board members make follow up of the teaching and learning process in
classrooms? a) Yes ( ) b) No ( )
If YES; can you explain how do they make follow up in the classrooms?
…………………………………………………………………………………………………
……………………………………………………………..
27
If NO; do you think is there any necessity for a school board to make follow up of the
teaching/learning process at classrooms level? a) Yes ( ) b) No ( )

6. Does teachers cooperate with school board in managing the school in improving academic
performance? a) Yes ( ) b) No ( )

7. Does poor cooperation between teachers and school board lead to failure to manage school
in order to improve academic performance? a) Yes ( ) b) No ( )

8. Does good cooperation between teachers and school board can help to improve academic
performance in secondary schools? a) Yes ( ) b) No ( )

9. Provision of regularly training to school board members can help to manage the school? a)
Yes ( ) b) No ( )

10.What do you think can be done to alleviate the low level of education challenge of the
school board members?
i)……………………………………………………………………………
ii)………………………………………………………………………………
iii)………………………………………………………………………………..
11. What do you think education policy should address to empower school boards in making
their duties more effective?
i)……………………………………………………………………..
ii)……………………………………………………………………..
iii)…………………………………………………………………….

Thank you for your participation

28
APPENDIX III: INTERVIEW GUIDE LINE FOR WARD/DISTRICT EDUCATION
OFFICER
1. Does the little understanding of managerial skills of some of the school board members
due to low level of education affect their responsibilities?
a) Yes ( ) b) No ( )
2. Are the school board members getting frequent training course to enhance their
responsibilities? a) Yes ( ) b) No ( )
3. Are the school board members having writing and reading skills?
a) Yes ( ) b) No ( )
4. Do the school board members take bribe from the parents so as to allow early marriage of
their school pupils? a) Yes ( ) b) No ( )
5. Do the school board members pass through the school meeting minutes to avoid the head
teacher to make forgeries? a) Yes ( ) b) No ( )
6. Are the school board members having high expectations of getting any income for being
elected in the membership? a) Yes ( ) b) No ( )
7. Do the school board members dodge some meetings for seeing that the meetings are less
important? a) Yes ( ) b) No ( )
8. Does head teachers cooperate with school board in managing the school in improving
academic performance? a) Yes ( ) b) No ( )
29
9. Does low cooperation between head teacher and school board lead to failure in managing
school to improve academic performance? a) Yes ( ) b) No ( )
10. Does good cooperation between head teachers and school board can help to improve
academic performance in secondary schools? a) Yes ( ) b) No ( )
11. Provision of regularly training to school board members can help to manage the school?
a) Yes ( ) b) No ( )
12.What do you think can be done to alleviate the low level of education challenge of the
school board members?
i)……………………………………………………………………………
ii)………………………………………………………………………………
13. What do you think education policy should address to empower school boards in making
their duties more effective?
i)……………………………………………………………………..
ii)……………………………………………………………………..

30