School Leaders’ Perceptions on Measures to Resolve Barriers to Academic Accessibility to Students in Selected Ward Secondary Schools within Morogoro Municipality, Tanzania

Abstract

This study aims to find out measures to resolve barriers to academic accessibility to students that school leaders perceive in selected ward secondary schools within Morogoro Municipality Tanzania. This study makes a significant contribution to the educational research literature by providing empirical evidence on practical measures to enhance academic accessibility in resource-constrained educational settings, specifically within Tanzania's ward secondary schools. The study employs Adam’s Equity Theory which describes how fairness at school increases motivation for student to get education. Mixed method approach where used collect, interprets and analyze data through 30 school leaders in ward secondary schools. The findings shown that students failed to access education due to several barriers like distances, infrastructures and social cultural background while in turn, school leaders’ perceptions on measures to resolve such barriers includes allocation of funds and provision of community education towards significances of education. The study concluded that school leaders’ perception is very vital in overseeing the progress and prosperity of education affairs at some grassroots where curriculum is implemented. Also, this study recommended to the government on even budget allocation in ward secondary schools as well as to policy makers to review modality of content delivery and ability of students to grasp that is related with the curriculum.