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This study aimed to investigate the influence of the School Boards on ensuring quality
teaching and learning in five selected public secondary schools in Mbeya district,
Tanzania. This study had to deal with three objects, namely; to assess the extent to which
School Boards contributes to quality teaching and learning, to identify the constraints
encountered by SB when performing their task. Lastly, was to explore possible strategies
to overcome the factors hindering their effectiveness. The study adopted General System
Theory (GST). The study employed mixed approach and explanatory sequential design
respectively. Data were collected through questionnaires and interview methods. A
sample size of 93 respondents which included fifty-six teachers, twenty-nine School
Board members, five Heads of school, one District Secondary Education Officer (DEO),
and two Education Quality Assurance were involved. Validity and reliability of the
research tools were tested, whereby the reliability of the questionnaires had a correlation
coefficient of 0.84. The quantitative data were analyzed through descriptive statistics
with the help of SPSS. While the qualitative data was analyzed by using thematic
analysis. The findings from this study have indicated that School Board contributes to
quality teaching and learning through approved school plans, through proper overseeing
the properly implemented school plans, effective managing students’ and teachers’
discipline, and mobilizing funds. This study has found out that the School Boards in
Mbeya district is faced by different constraints, like financial constraints, low level of
education and lack of education awareness, political interference, lack of motivation, and
lack of training. The study suggested the strategies like provision of training and
motivation to School Boards member, allocation of enough budget, and appointing
school board members with appropriate level of education. |
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