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The aim of this study is to investigate the factor responsible for truancy among secondary school in Tanzania Main land. The Specific objectives of this study were to assess relationship between the socio-economic activities and truancy, to find out whether parents contribute truancy in secondary school and to ascertain the extent to which school environment influences the rate of truancy in secondary school. The study used primary and secondary data. Primary data was collected from 100 respondents who were interviewed and some filled through questionnaires. The findings presented in this study have identified some factors that cause Tanzania students to be truant from secondary education. The study showed that Tanzania students who are truant may see the world around them as unstable, unsafe, threatening and confusing. The study also revealed that differing sets of pressures in the students‘ daily lives affect their learning. For example, financial difficulties appeared to impact on some students, parents‘ involvement in cultural and community activities affected other students, and teachers‘ attitudes and approach to students seemed to be an issue for most of them. The study found that most students do not reject learning as such but are simply disillusioned with the narrowly defined nature of the school curriculum and a curriculum that does not seem to be meaningful to them. In order to eliminate the problem of truancy in Mkuranga District it is recommended that the government should provide a curriculum that meets Tanzania students‘ needs by providing a positive climate where success and achievement are acknowledged Ensure teachers develop good relationships with Tanzania students by showing an understanding of their ―world‖, showing respect for them and their cultures, being fair and patient, giving them attention and affirmation, making them feel valued and important, and sharing their own experiences with other Tanzania students. Encourage positive and constructive behavior management risk strategies in which schools manage Tanzania students‘ behavior by establishing clear routines, making expectations clear, dealing firmly with appropriate behavior and consequences. |
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