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The main purpose of this study was to assess the contribution of community participation in promoting students’ academic achievement in public secondary schools in Tanzania: A case of Dodoma City Council. The study was guided by New Public Management Theory. The study employed descriptive research design. The sample of this study consisted of 106 participants whereby, 50 of the participants were students, 30 were parents, 20 were teachers, 5 were head of schools and 1 was DEO. Participants were obtained through simple random sampling and purposive sampling. The methods used in the data collection were questionnaire, interview, focus group discussion and document review. The major findings indicated that there were different forms of community participation in promoting students’ academic achievement in public secondary schools. Such forms were planning school development activities; communication, monitoring and evaluation and volunteering. The findings further revealed that these forms have been effective in enhancing students’ academic achievement since students’ academic achievement have increased, democracy and accountability of government in education has increased. Forms of community participation has reduced truancy in secondary schools, introduced food programme in school funded by community, good management of fund and simplified communication network between schools and community. The study indicated several challenges that have been hindering community participation in promoting students’ academic achievement in public secondary schools. The major challenges were poverty, lack of knowledge and skills and readiness of teachers to work with community. It is hereby concluded that, community participation is the best way of promoting students’ academic achievement only if the challenges are to be addressed and dealt with to ensure smooth collaboration between teachers and community in improving students’ academic achievement. It is hereby recommended that, more campaigns are needed to increase the morale of community participation, and teacher-parents’ partnerships should be established not only to make financial contributions but also to assist students academically. |
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