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Stakeholders’ Views on Disadvantaged Families’ Involvement and Its Implications on Children’s Engagements in Primary Schools in Tanzania

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dc.creator Komba, Aneth Anselmo
dc.date 2016-03-13T10:15:49Z
dc.date 2016-03-13T10:15:49Z
dc.date 2012
dc.date.accessioned 2018-04-18T12:16:26Z
dc.date.available 2018-04-18T12:16:26Z
dc.identifier LWATI: A Journal of Contemporary Research, 9(1), 35-55, 2012
dc.identifier 813-2227
dc.identifier http://hdl.handle.net/123456789/885
dc.identifier.uri http://hdl.handle.net/123456789/11086
dc.description Abstract is available online at http://www.ajol.info/index.php/lwati/article/view/80039
dc.description Abstract This paper examines the perceptions of stakeholders on disadvantaged families’ involvement in school activities and how this influences children’s engagements in primary schools of Tanzania. The informants for this study were parents/guardians (families), pupils, dropouts and Educational Officers. The study employed qualitative research methodology. In particular, the study uses multiple case study design that covered six schools in two Regions of Tanzania. The study findings confirm that low involvement of parents in school activities invariably affected engagement of children in school. The paper concludes with strategies on how parental involvement could be improved to enhance pupils’ engagement with primary school.
dc.language en
dc.publisher LWATI: A Journal of Contemporary Research, 9(1), 35-55, 2012
dc.relation 9(1), 35-55, 2012;
dc.subject Disadvantaged families, primary schooling, school engagement, Tanzania
dc.title Stakeholders’ Views on Disadvantaged Families’ Involvement and Its Implications on Children’s Engagements in Primary Schools in Tanzania
dc.type Journal Article, Peer Reviewed


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