The influence of school based management practices on student’s academic performance in public secondary schools in Tanzania, a case of Kongwa district, Tanzania

Kitonka, Emmanuel J.

dc.creator	Kitonka, Emmanuel J.
dc.date	2019-09-05T12:19:25Z
dc.date	2019-09-05T12:19:25Z
dc.date	2018
dc.date.accessioned	2022-10-20T14:15:45Z
dc.date.available	2022-10-20T14:15:45Z
dc.identifier	Kitonka, E. J. (2018). The influence of school based management practices on student’s academic performance in public secondary schools in Tanzania, a case of Kongwa district, Tanzania. Dodoma: The University of Dodoma
dc.identifier	http://hdl.handle.net/20.500.12661/1772
dc.identifier.uri	http://hdl.handle.net/20.500.12661/1772
dc.description	Dissertation (MA Education)
dc.description	The study examined the influence of School Based Management (SBM) practices on students‟ academic performance in public secondary schools (PSS) in Tanzania in Kongwa district. Specifically the study explores the SBM practices, constraints and strategies used to enhance students‟ academic performance in public secondary school. The study employed qualitative research approach and multiple case study design in which was used to gather data. Data were collected through semi-structured interviews, focus group discussion and documentary review. It involved 67 respondents includes; 1 DEO, 6 school heads, 24 teachers and 36 students. The findings of the study disclosed that SBM practices that were used to enhance students‟ academic performance in public secondary school were provision of text books, provision of meals in school, teachers‟ commitment in teaching and school based test and examination. Also the constraints were shortage of funds, shortage of science teachers, poor supervision of teaching process and lack of motivation for teachers. The SBM also employed the strategies used to enhance students‟ academic performance that were; The increase of budget in PSSs, effective teaching, good cooperation between teachers and motivation for teachers. The results implies that high performing in PSS, qualified teachers, provision of text books, enough budget, conducive teaching environment and teachers insisted formative evaluation and students‟ academic performance progress. The study concluded that the government stakeholders and parents together should provide materials and moral support to PSS so as to insure the students‟ academic performance. Therefore the study recommended that the government should provide enough funds to enable the heads of school and teachers to sustain and monitoring effective teaching and learning process for easy implementation of SBM in public secondary schools in Tanzania.
dc.publisher	The University of Dodoma
dc.subject	Tanzania
dc.subject	Dodoma
dc.subject	Kongwa district
dc.subject	Secondary schools
dc.subject	Public secondary school
dc.subject	Student's performance
dc.subject	Student's academic performance
dc.subject	School Based Management
dc.title	The influence of school based management practices on student’s academic performance in public secondary schools in Tanzania, a case of Kongwa district, Tanzania
dc.type	Dissertation