Common Barriers to Academic Accessibility for Students that School Leaders Perceive in Ward Secondary Schools within Morogoro Municipality, Tanzania

Abstract

Academic accessibility is important for ensuring equitable participation in secondary education, yet students may encounter institutional, socioeconomic, instructional, and resource-related barriers. This study examined common barriers to academic accessibility for students as perceived by school leaders in ward secondary schools within Morogoro Municipality, Tanzania. Guided by Adams’ Equity Theory, the study employed a convergent parallel mixed-methods design across ten wards. Thirty participants were selected using simple random and purposive sampling. Quantitative data were collected through questionnaires administered to heads of schools, while qualitative data were obtained through interviews with Ward Education Officers. Questionnaire reliability was assessed using Cronbach’s alpha in SPSS version 20, yielding a coefficient of 0.71, and qualitative data were analysed thematically. School leaders perceived inadequate financial resources, insufficient inclusive teaching, inadequate assistive technology, limited differentiated learning structures, excessive teacher responsibilities, limited availability of special education professionals, inaccessible infrastructure for students with physical disabilities, limited parental participation, and weaknesses in the implementation and accommodation of accessibility policies as barriers. They also perceived unemployment among educated people as an indirect factor that may reduce educational motivation and aspirations. The study concludes that the identified barriers operate through unequal access to educational resources, support, participation opportunities, and, in some cases, motivation. Strengthening school leadership capacity, resource provision, inclusive support, and collaboration with relevant stakeholders may improve academic accessibility in ward secondary schools.