Assessing the Participation of Local Community Members in Schools Managerial Activities and Decisions Making: A Case of Community Secondary Schools in Coast and Kagera Regions, Tanzania

Abstract

This paper explores the participation of local community members in the managerial activities and decision-making processes of community secondary schools in the Coast and Kagera regions of Tanzania. The study objective was to explore the decisions and managerial activities of the school in which local community members were meaningfully involved. Despite the critical role that community involvement plays in enhancing educational outcomes, there is scanty information about the nature of school managerial activities and decision-making the communities are involved in. Through a qualitative approach and case study design data was collected using interviews, and triangulated from school board members, councilors, school heads, village/street leaders, community members, and education officials. The findings reveal that while community members are recognized as key stakeholders, their involvement in decision-making is often limited to passive roles, with real authority concentrated among school board members and heads of schools. External factors such as government policies which do not provide clear guidance and specify mechanisms through which community members can collaborate with the administration of the ward secondary schools hinder effective participation. Thus, this study advocates for collaborative measures between the government and communities to empower both communities and school management, enabling meaningful participation in school governance.