the roles of school board on the students’ academic performance in public secondary schools: A Case Study Mtwara District Council

CHAPTER ONE

GENERAL INTRODUCTION

1.0       Introduction

Under this chapter the following contents were discussed background of the study, statement of the problem, objectives of the study both general and specific objectives, research questions, significance of the study, limitations and delimitations of the study, Scope of the study, conceptual framework, definition of key terms and organization of the study.

1.1       Background of the Study

Provision of education is a responsibility of the government worldwide; the World Bank (2014), views that “school board is the system concerned with holding the balance between economic and social goals and between individual and communal goals with the aim of aligning as nearly as possible the interests of individuals, corporations and society”. In this era of globalization and technological revolution, education is considered as the first step for every human activity. It plays a vital role in the development of human capital and is linked with an individual’s well-being and opportunities for better living (Battle & Lewis, 2012). It ensured the acquisition of knowledge and skills that enable individuals to increase their productivity and improve their quality of life.

The governance of schools by school boards started in the USA almost 200 years ago. Selectmen in Massachusetts decided to appoint local boards responsible for education in order to separate this authority from other municipal responsibilities (Danzberger, 2014). This system of school governance expanded beyond Massachusetts to the rest of the USA and remains the basis of educational governance system today. The role of school boards early in their existence was strictly one of management, i.e. oversight and control. In the late nineteenth century, reforms were introduced in the structure of school boards the local educational governance was moved to a more centralized body (Danzberger, 2010). The intention of this change was to model school boards after corporate boards, to focus the work of school boards on the needs of the entire community and to move school boards closer to a broader leadership role (Danzberger, 2011). Currently, the changing context for public education requires a shift in the role from management to leadership, centered on setting a direction for the future. Thus the role of the effective school boards was to establish a vision, focus on student achievement, provide oversight, work at the policy level, operate as a team, avoid micromanagement, build community support and align resources to goals (Danzberger, 2011). As Paul Houston, former executive director of the American Association of School Administrators (AASA) once wrote that school boards need to prioritize how they spend their time. Boards should avoid focusing on the “Killer B’s” in other words; they must not spend too much time discussing buildings, books, budgets, basketball, and bonds. Instead, they need to focus on the “critical C’s” connections, communication, collaboration, community building, child advocacy and curricular choices (Houston, 2011).

Also in East Africa countries like Uganda each citizen has a right to education (constitution of Uganda 1995 Article 30) achievement of quality academic performance was a challenging task that requires the effective collaboration of school partners. Enhancing quality academic performance is the major objective of schools as organizations although different stakeholders tend to act differently towards it. Hence the corporation of school boards and other stakeholders could improve the students’ academic performance in public schools. Also the role of school boards according to UNESCO (2009), is judged by the extent to which school meets the expectations of the society within which they are established. Since independence Kenyan government has demonstrated a commitment to the provision of the quality secondary schools' education by putting school boards in collaborations of society and other agents (Republic of Kenya, 2012a.2012b).

Establishment of School Boards Act No. 10 of 1995

1. The Minister shall, by an order published in the Gazette, establish a school Board in respect of every Government post-primary school which shall be responsible for the management, development planning, disciplining and finance of the school.

2. The Minister may by an order published in the Gazette provide for:-

a) The membership of the Board and the tenure of office of members

 b) The representations of the Boards of any organization which owns the school and of such       other persons as the Minister may determine

c) The representations of Commissioner on the Board

d) The exercise by Board of matters pertaining to the management, development planning, discipline and finance of the school

e) The managerial or supervisory powers which may be exercised by the Board over the school

f) Such other procedure of the Boards as the Minister may deem, necessary to prescribe

3. The Minister may if in his opinion the public interest so requires

a) Suspend a school Board from the exercise of any or all of its functions; or

b) Require the resignation of all or any of the members and appoint a replacement.

4. Where the Minister suspends any School Board from the exercise of its functions or requires the resignation of all the members, he may vest those functions in the Commissioner or, in the case of folk development college, in the District Development Council within whose area of jurisdiction the college is situated, for such period not exceeding one year as he may determine

 Recognizing the importance of board governance, the Ministry of Education requires that each secondary school established in Tanzania to be governed by a school board. This board should be comprised of members from different disciplines such as teachers, doctors, engineers, parents and others. Thus, most school boards have five to seven members, with urban boards more likely to have seven or more members (Robinson and Bickers, 2013). School boards “provide the crucial link between public values and professional expertise” (Resnick, 2012: 6) and the functions of the school board will include:

i.                    To oversee the implementation of school development plans

ii.                  To advise Councils, Regions and the Centre on schools management.

iii.                 To approve school development plans and budgets

iv.                To deal with disciplinary cases of students.

v.                  To advise the Ministry of Education and Vocational Training and TSC on disciplinary cases of teachers.

Generally, Nyirenda (2014) observed that the community secondary school boards have so far been ineffective in promoting school development as planned and reflected in the documents established and govern the school boards. While many examples of ineffective community school management could be cited in support of this argument, one of them is poor students’ academic performance as observed in many community secondary schools in Tanzania.

The Government School Board Order (2002) points out that school board shall have management and supervisory powers to review and direct the Head of schools in respect of the management, development, planning, discipline and finance. It shall discuss matters related to the implementation of education policy in Tanzania and make recommendations to the commissioner as appropriate. The Secondary School Boards are further obliged to direct the Heads of schools on matters that may be referred to the commissioner of education; and advice the commissioner on any matter that may be referred to the school board. It will promote better education and welfare of the school and will also initiate projects and programmers for the general progress of the school and do any other activities within its capacity.

It is against this background that the researcher undertakes to find out whether school boards’ role in the management of secondary schools in Mtwara District Council was related to students’ academic achievement, to inform efforts to improve the school system in Mtwara District Council. Specific attention was placed on the role of school boards in the facilitation of the education to their children; discipline management; and their influence on the schools’ academic achievement.

1.2       Statement of the Problem

There were an increase of public secondary schools and growing of educational sectors in Tanzania still the performance was challenging. Many studies have been conducted and a number of reasons have been put forward trying to explain the observed performance of students in secondary schools, but the role played by the school boards on improving education standards was yet to be investigated. Schools, where parents were relatively active in issues of financing, discipline and follow up of school management related activities, seemed to perform relatively better than those who their parents were reluctant (Ahimbisibwe and Businge, 2009). Yet unless it was clearly understood as to how this has influenced academic performance in the area. Moreover, since some parents might wrong interpret the responsibility for the education of their children as resting with the government and schools. The establishment of school boards was indicated in several documents like the Education Act of 1978, Education and Training Policy of 1995, as well as the Secondary Education Master Plan (SEMP, 2005-11). These documents clearly show how they ought to be composed as well as their roles. While the composition and roles of school boards were clearly stipulated in the highlighted documents, the question, however, was whether the practice conforms to the stipulated guidelines. How were these school boards been performing? Why most schools especially community secondary were continuing to have poor planning, poor discipline, poor teachers’ motivation and working environment and of course poor students’ academic performance?

It is logically arguable that given the roles and composition of secondary school boards stated in documents reviewed earlier in this discussion; community secondary schools should be in a good state of development given well-functioning school boards.

Therefore, due to this, the researcher motivated to investigate the role of the school boards towards the students’ academic achievements with the reference to public secondary schools in Mtwara District Council hence, the justification for the study.

1.3       Objectives of the Study

1.3.1    General Objective

The general objective of this study was to investigate the role of school boards towards the students’ academic achievement: A case of public secondary schools in Mtwara District Council.

1.3.2    Specific Objectives

The specific objectives of this study were:-

i). To find out the role played by the school Boards work in public secondary school in Mtwara District Council

ii). To examine the challenges that face public secondary school boards in Mtwara District Council.

iii). To identify the solutions to overcome the challenges facing School boards on improving students’ academic performance.

1.4       Research Questions

The research questions that guided this study were:

i). What is the role played by school boards in management of public secondary schools in Mtwara District Council?

ii). What are the challenges that face public secondary school boards in Mtwara District Council?

iii). What are the solutions to overcome challenges facing school boards on students’ academic performance?

1.5       Scope of the Study

This study involved the local community around Mtwara District areas particularly the people of Madimba and Msimbati. This was because the researcher wanted to investigate the role of school boards towards the students’ academic achievement a case of public secondary schools in Madimba and Msimbati.

1.6       Significance of the Study

The study is expected to guide education policymakers and education planners about the roles of particular stakeholders in the management of secondary schools.

Also, to provide an in deep, the analysis of the role of school boards in academic achievement in secondary schools management.

Likewise, to give the opportunity to stakeholders (including education planners and managers at all levels, parents and students) information on the current level of involvement of parents in management processes and what enhances or hinders effective school management especially in rural schools.

Moreover, motivate other scholars and researchers to carry out research in other areas in order to establish acceptable ways of parental participation in secondary school management.

1.7       Theoretical Framework

LMX Theory as it Related to Trust in 1975, Vertical Dyad Linkage was presented by Graen and his colleagues as an approach to understanding supervisor-subordinate working relationships. This dyadic approach focuses on the relationship between a leader and an organization member who is usually a follower. Most dyadic theories view school board leadership as a reciprocal influence process between the leader and the member. This approach has an implicit assumption that effective leadership cannot be understood without examining how a leader and follower influence each other over time. Two key issues to this theory were; how to develop a cooperative, trusting relationship with a follower; and, how to influence a follower to be more motivated and committed (Yukl, 2008).

Vertical Dyad Linkage evolved into what is known today as the LMX theory (Graen, &Uhl -Bien, 2005). LMX theory and research is one approach to studying organizational leadership. The theoretical basis of LMX is that dyadic relationships and work roles are developed and negotiated over time through a series of exchanges between a leader and a member of the organization (Graen&Uhl-Bien, 2005). Each member of the dyad, through his or her relationship, invest resources into the development of the relationship in which a leader offers increased job latitude or delegation in return for a member’s strong commitment to work goals or high levels of performance (Dienesch&Liden, 2006). It is argued that early on in the relationship-building process; factors such as role taking, role making, and routinization are behaviors that may affect how the relationship develops (Dienesch&Liden, 2006).

As a consequence of this relationship building, the members with high levels of responsibility, influence, and access to resources may characterize what develops: a high-quality relationship. Members who enjoy a high-quality relationship are said to be in the in-group, on the other hand, members with low levels of responsibility and influence are characterized as having a low-quality relationship and are said to be in the out-group (Schrieshiem, Castro, &Cogliser, 2009). The theoretical development of LMX is based on the idea that leader-member relationships emerge as the result of a series of exchanges or interactions during which leader and member roles develop. This role formation process involves three phases: role taking, role making, and the ongoing social exchange pattern. During the first phase, role taking, the member enters the organization and the leader assesses the member’s abilities and talents. Based on this assessment, the leader provides opportunities for the member to take a specific role. Mutual respect is essential during this stage. Leaders and members must understand how the other party views and desires respect (Schriesheim et. al, 2008). The leader-member relationship will not develop and progress to the next stage if there is a lack of respect. During the second phase, role making, the leader and the member engage in unstructured and informal negotiation as the member begins to establish his or her role.

Leaders and members must develop trust during this phase in order for leaders and members to further cultivate their relationship and influence on each other’s attitudes and behaviors (Schriesheim, et al, 2009).

This rule-making is critical in diverse dyads. If trust is violated, the relationship may be destroyed. Trust is especially critical in diverse relationships because violations may reinforce prior stereotypical experiences and discriminatory practices (Fairhurst, 2003). During the third phase, an ongoing social exchange pattern emerges, where leaders and members form mutual obligation and shared meanings with one another (Schriesheim, et. al, 2008). Any significant problems in the relationship have been addressed by the time the leader and member arrive at this phase. Drawing from those ideas this theory will help the researcher in the sense that it insists on the relationship between the school board and the society.

1.8       Definition of the Key Terms

A School: it is an official place where teachers in a classroom environment pass formal education to learners.  A school, therefore, facilitates education.

School Board: it is an academic organization has been widely studied and identified as an important condition framework affecting organizational performance and operating efficiency.

Academic Achievement: this achievement is evaluated by the mark or grade that students attain in tests or examinations done at the end of the topic, term or year or education cycle.

Student:  Is a learner, or someone who attends an educational institution.

Teacher: is a person who provides education for pupils (children) and students (adults).

Secondary School: is the stage of education following primary education.

1.9      Organization of the study

This report research has been summarized into five chapters, the chapter one deal with the General introduction of the study in which background of the study, statement of the problem, study objectives, research questions, the scope of the study, the significance of the study, theoretical framework, definition of the key terms been well stipulated. Chapter two deals with the review of literature in which the global regional and historical background of the study have been explained. Chapter three has contained the research methodology where the selection of the study area, methods used in data collection and sampling methods are also well explained. Chapter four is about research findings and discussion based on the data collected used both qualitative and quantitative approaches to analyze the findings from the field have been elucidated. Chapter five that has contained the summary, conclusion and recommendations has finalized the research report.

CHAPTER TWO

LITERATURE REVIEW

2.0       Introduction

In this chapter, the literature that was related to the variables that were involved in the study is reviewed. As such, the chapter was divided into sections namely, introduction; theoretical literature review and related literature review, empirical studies and the research gap.

2.1       Theoretical Literature

2.1.1    Role Played by School Boards in the Management of Secondary Schools

Recent research, including research on school leadership, has contributed to an emerging understanding of the school board’s role in improving students’ achievement. The research team of Tim Waters and Robert Marzano (2006), from the Mid-continent Research for Education and Learning (McREL), found a positive correlation between district leadership and student achievement. Their meta-analysis of 27 studies, examining the relationship between district-level leadership and student achievement, identified five leadership responsibilities or practices that have a statistically significant correlation with student achievement. All five of these responsibilities relate to setting goals and keeping districts focused on student learning, and one of the five speaks directly to the school board’s role. Waters and Marzano (2006) reported that districts with higher levels of student achievement show the clear alignment of the board, district and school efforts in support of non-negotiable goals. In these districts, local school boards “ensure these goals remain the primary focus of the district’s efforts and that no other initiatives detract attention or resources from accomplishing these goals”. This show that school boards in secondary schools have a great role in improving students’ performance.

The statutory instrument supplement (2011) gives a provision for Boards of school Governors (BOG) to govern schools in accordance with government policy. However, it is the Government through the MoEVT that is responsible for the provision of Education Services. The government through the National Curriculum Development Centre (NCDC) gives the curriculum to be followed, for instance, whereas some schools teach according to the national time table, others illegally teach during holidays under the cover of coaching. Others set several aptitude tests in a given term and others employ different resource people to prepare examination classes, all of which have resources implications. This proves that the presence of school boards is legally proved by the government to work with teachers.

Moe (2005) conducts the first major study of special interest politics in school board elections, finding that teacher union are the most dominant force in board elections. Wong and Shen (2005), draw broadly on Moe’s conclusion as evidence that school board elections are dominated by special interests, plagued by low voter turnout, and can be impediments to increasing levels of academic achievement. Policy debates in large cities across the country have been informed by Wong and Shen’s conclusions that boards can be a hindrance to learning. The study done by Moe proves that the selection of boards in schools sometimes is not fair. It is dominated by the favoritism.

Raymond Callahan (2011), also as part of the same National School Boards Association project concludes that there are three major roles and responsibilities for school boards. First is the power to hire and fire superintendents and teachers, second is the power to implement a curriculum, and the third is the power to make budget decisions. Mosher (1975) goes further than Callahan and states that finance and budget decisions are the most prominent school board responsibility. However, both Callahan and Mosher fail to consider the restrictions boards face as they make financial decisions. Overall, the Cistone volume serves as a call for scholars to take seriously the role of American school boards as a political institution.

Murphy (2014), examines school boards from a federalism perspective, concluding that boards are often in conflict with state government as they attempt to maximize shared revenue while minimizing mandates. Examines how districts seek to implement the mandates included in the Elementary and Secondary Education Act in a way that maximizes positive impacts on students’ achievement. Spillane (2009) explained a spirited defense of the school board, concluding that local expertise is necessary for implementing state instructional programs. Peterson, Murphy, and Spillane are typical of much of the research in the 1980s and 1990s; all three sought to describe how school boards balance spending with mandates from higher levels of government.

2.1.2 Influence of Parents’ Participation in School Financing and Management of Students’ Discipline on the Students’ Academic Achievement

Parents’ participation in financing not only focuses on school fees but may also include students’ personal requirements that enable them acquires education easily. These may include clothing, sanitary pads for girls, notebooks and proper medication when they fall sick both at home and at school. Even if teachers are very good, such requirements have to be in place in order to help the student study well, yet they all require money. Ssonko (2001), observes that there are parents who don’t value educating their children and have been heard saying “… we did not go to school yet we are serving well than those who say they are educated”. It is likely that parents with negative attitudes toward education or those who don’t have clear perceptions of their roles will let their children miss classes if they don’t provide student’ requirements hence lagging behind in academic performance.

According to Henderson (2013) parents, involvement in schools requires taking up a variety of roles. Becher (2012) on the other hand recognizes the significance of parents’ role play in influencing educational programs. There has been a need for local communities to support schools materially and financially throughout Africa.

School discipline is an important aspect for an orderly and ideal learning situation. Discipline has been defined by Webster (2010), as the training or experience that corrects molds, strengthens or perfects especially the mental faculties or moral character. It may also refer to the control gained by enforcing obedience or order for example in school. In a school setting, the conduct of students is always a concern of teachers, parents and school administrators.

In another study carried out by Cotton and Wikelund (2006), parents’ involvement in students’ schooling created effectiveness in fostering students’ achievement. Aspects considered were; helping students in homework, helping students in making post-secondary plans, behavioral improvement, home school communication and parent school agreement on the reward. However, the study shows no clear evidence of a causal relationship between parents’ involvement in school management and students’ academic performance although it holds that some writers believe that such a relationship exists. Hence, the study will focus on establishing the extent to which parents’ roles in school management influenced students’ academic performance.

Okumbe (2011) describes discipline as the action by management to enforce organizational standards and respect of one’s superiors within the chain of authority and the readiness to obey instructions and regulations lay down by the administration. In a school or organization, the significance of maintaining discipline focuses on the achievement of set goals. Discipline in the school is an important instrument in the process of socialization and the formation of character. It involves the control of student impulses to acquire the social skills that will help them participate actively in their work roles. Therefore, discipline could be an important factor contributing to what one achieves at the end of the academic program.

Burden (2012) notes that teachers and parents work together as a group to provide mutually agreed upon obligations and expectations regarding discipline, the results of academic performance as related to discipline should not only be attributed to teachers but to parents as well.

According to a study carried out among Latino students in Chicago, Marschall (2006) observes that although there are many causes of low academic achievement; lack of cooperation among schools, parents and their communities plays a big role.  This suggests that both the determinants and effects of parents’ participation in school management should be considered in order to ensure quality education and quality performance. Quality performance has been a key determinant for students’ further studies and later acquisition of jobs. Therefore, factors influencing it had to be carefully studied in order to find solutions.

Being stakeholders in education, parents qualify to be participants in policy making and implementation in schools. This is because the parents have direct responsibility for the learners that might be affected by the implementation of policies and the parents could themselves be affected by those policies, meaning that they form part of the relevant policy publics (Owolabi, 2006). It is believed that when some stakeholders do not participate in policy implementation in a given system or institution, those policies may fail (Birkland, 2001).It takes a lot for school administrators, parents and other stakeholders to provide laboratories, textbooks, equipment and motivate both the students and teachers hence, to ensure good academic performance.

2.2       Empirical Literature Review

The effects of the board characteristics i.e. the selection of board members, board size, the presence of board committees (board structure) and the CEO-board relationship on the performance of the board have been addressed by different researchers and varying findings have been reported (Helen and Williams 2007).

Margaret, Hopkins, Deborah, O’Neil, Helen and Williams (2007) in their study of Emotional intelligence and board governance: leadership lessons from the public sector; examined the importance of emotional intelligence in board governance. They examined six core competencies that are universal across the six board practice domains: transparency, achievement, initiative, organizational awareness, conflict management and teamwork and collaboration. The model provides a defined picture of what school board leadership looks like in action, describing six domains of practice; making decisions; functioning as a group; exercising authority; connecting to the community; working toward board improvement and acting strategically.

Nevertheless, empirical studies on board composition in relation to student’s performance have shown mixed results. The question of whether or not an effective board should be comprised of a greater percentage of outside directors has been much debated. Rosenstein and Wyatt (2013) argue that outside directors are selected in the interest of the shareholders, whereas, Core et al. (2011) find no evidence that independent outside directors create a more effective board. Bathala and Rao (2017) argue that a majority of outside directors on the board is not necessarily optimal as firms employ multiple mechanisms to control agency costs in the firm. Kiel and Nicholson (2003) find a positive relationship between the proportion of inside directors and the market-based measure of firm performance. Bhagat and Black (2000) and Klein (2000) suggest that adding insiders to the board may enhance educational performance in some educational institutions. Romano suggests further that independent boards do not improve performance.

The Washington State School Directors’ Association, USA (2015) asserts that school boards perform roles such as setting the vision, establishing goals, developing policies, allocating resources and assuring accountability. According to The Republic of Kenya’s Basic Education Act No. 14 of 2013, the schools’ BoM are empowered to promote quality education for all pupils in accordance with the standards set under the Act or any other written law; ensure and assure the provision of proper and adequate physical facilities for the institution; determine cases of pupils’ discipline and make reports to the County Education Board; facilitate and ensure the provision of guidance and counseling to all learners; provide for the welfare and observe the human rights and ensure safety of the pupils, teachers and non-teaching staff at the institution; encourage a culture of dialogue and participatory democratic governance at the institution; and administer and manage the resources of the institution

Khama (2014) carried out a study on views of board members on the management of schools: A case of Caprivi educational region of Namibia. The study revealed that board members were faced with challenges such as; inadequate knowledge and understanding of the educational act, low education qualification is hence unable to understand fully their roles, inadequate resources to assist in managing schools, lack of capacity building programmes for board members and unclear understanding between governance and management of schools. However, the current study focused on the schools board of management from a perspective of understanding the influence of their role on pupils’ academic performance.Yau and Cheng (2011) also carried out a study on principals and teachers’ perceptions of school policy as a key element of school-based management in Hong Kong primary schools and established that a clearly defined school policy should be developed in order to achieve the successful implementation of school-based management in primary schools. However, the schools’ board committees were found to make all staff understand the school mission and goals so that it could help them decide easily the annual goals and plan. The current study tackled role board of management, school climate and teacher morale as determinants of pupils’ academic performance.

Osei-Owusu and Sam (2012) conducted a study on assessing the role of school management committees in improving quality teaching and learning in Ashanti Mampong Municipal basic schools, Ghana-West Africa. The findings of the study indicated that school management committees were ineffective in the monitoring and supervising head teachers, teachers and pupils’ attendance. This study tackled the school management committee role of ensuring quality teaching and learning while the current study focused on the influence the role of BoM, school climate, and teacher’s morale on pupils’ academic performance.

A study by Opande (2013) investigated on the influence of school management committees’ motivational practices on Kenya Certificate of Primary Education (KCPE) performance in public primary schools of Suba-West division, Migori district, Kenya. The results indicated that the school management committees motivated teachers through rewards to boost KCPE performance in their schools. It was also established that schools, where school management had good relations with teachers, posted better results than those with bad relations. The present study focused on the influence of board of management role, school climate and teacher morale on pupils’ academic performance.

Van Nuland and Khandelwal (2006) contend that local school boards function as legislative, executive, and quasi-judicial agencies. They must develop and implement policy; institute sound employee relations; conduct open meetings; recognize and conform to the legal mandates imposed by state and federal laws; and govern within the limits of a delegation of state authority. Additionally, the board has an obligation to assess its successes and failures; inform the public of all deliberations and decisions; promote accountability; avoid abuse of power; enhance public understanding of its mission; conform to standards of ethical behavior; provide a framework for setting goals; and develop strategic plans for the accomplishment of those goals.

Cistone (1982) points out that, the United States of America adopted school boards through the Act of Massachusetts General Court in 1847 and hence spread throughout the nation. According to this act, the school boards in the USA therefore, are both the decision making and administrative bodies for the schools. Giving his experience in the American school board, Lane (1968) points out that the amount of formal education to board members is increasing and is greater than the ordinary citizen. Lane adds that in 1946 for example, four of the board members had a high school education and one of three had graduated.

2.3       Research Gap

Although, limited research exists to substantiate the causes and effects of school boards and provide guidance to school boards on how to perform this role effectively. Scholars like Mrope (2009) did a research in Mtwara District Council on “effectiveness of board governance in public academic institutions” in the study the recommendation of the researcher was that, failure of effective board governance is the lack of monitoring board committees, presence of weak boards which don’t know their duties, lack of independence to the board members leading to the chairman overruling the board and lazier faire of the government on monitoring the management of the private school boards. This research had not been done in Mtwara District Council for a long time and that might be the reason why the problem still continuesto exist.

 In recent years, many studies have been conducted in Mtwara District Council concerning the education sector but the role of the school board was not well considered by most of the researchers to investigate the role of school boards on the students’ academic achievement.

Research is needed to identify and measure, more concretely and specifically than the broad guidelines, increasing attention is being given to the school board’s roles to the development of students’ academic achievement in secondary schools especially in public schools in Mtwara District Council.

 

CHAPTER THREE

RESEARCH METHODOLOGY

3.0       Introduction

This chapter dealt with the research approach, research design, study area, population, sampling techniques, sample size, data collection instrument and data analysis techniques.

3.1       Research Design

Paulin (2007) defines research design as a plan of what data to gather, from whom, how and when to collect data, and how to analyze the data obtained. The research design adopted in this study was descriptive research design with the aim of maximizing reliability with due concern for economic completion of the research study. The analysis of the study assisted in answering the research questions and objectives in a qualitative manner and was the basis of obtaining empirical evidence and the guiding theory. Also, this study employed mixed approach where by qualitative and quantitative approaches were combining into a single study. The researcher first collected quantitative data whereby the notebook was used to get data in terms of numbers and then qualitative data was collected later on.

3.2       Area of the Study

The study was conducted at Mtwara District Council which is located in Mtwara Region. The District is bordered to the East by Mtwara Mikindani Municipality, to the West by Tandahimba District, to the North by Lindi Rural District and to the South by the Indian Ocean.

The main economic activity in Mtwara District Council is farming especially cashew nuts and coconut. However, livestock keeping is practiced and fishing is carried out at the shores of the Indian Ocean. Currently, there is a natural gas exploration in the District at Mnazi Bay which is an emerging economic activity. (Regional Economic profile, 2010, and population census report, 2012). According to the 2002 Tanzania National Census, the population of the Mtwara District council was 204,770. Mtwara District council is administratively divided into six (6) divisions, 17 wards, 101 village and 11 secondary schools. The study was conducted in Mtwara rural because is the place where the school board some time is not working.

                

      Figure 1:   A Map Showing the Study Area

3.3       Targeted Population

According to Cooper (1989) target population means all those members or individuals or groups that the researcher wants to be represented in the study. The population of the study was included all the board members, parents, students and heads of the school of two public secondary schools that were currently present in Mtwara District Council. The target population included all 2 public secondary schools, 12 teachers of respective schools, 1 Educational Officers, 2 Head of schools and Members of school boards 10 of the public secondary schools of Mtwara District Council.

3.4       Sample and Sampling procedures

In the study area, purposive and simple random sampling employed to obtain the appropriate sample in two public secondary schools. The purposive sampling was used for great extent because the researcher wants to select cases of full information from Head of schools, teachers, educational officers and member of school boards whereby, each school included in the sample. Gall et al, (1996) contend that the aim of purposive sampling was to select cases that were likely to have rich information so as to serve the purpose of the study. In this study, simple random sampling was used to get number of secondary students and parents or guardians. The reason to use this technique was to enable equal participation of the response in the targeted population and it gave each of the subjects an equal chance of being selected, thereby ensuring a high degree of representativeness, this technique was used to teachers.

3.5       Sample Size

The researcher used 53 respondents; the population studies were comprised of both sexes regardless of age, and literacy levels. A random sample of 20 students and other 08 parents was select. Random sampling used because it gives each of the subjects an equal chance of being selected, thereby ensuring a high degree of representativeness. The specific sample size used in this study were; 12 teachers of respective schools, 1 Educational Officers, 2 Head of schools and Members of school boards 10.

Table 1.          Sample Size

Category of respondent	No of respondent	Area /school	Total
Teachers	6	2	12
Students	10	2	20
Heads of school	01	2	02
District Secondary Education Officer (DSEO)	01		01
Parents	04	2	08
Board Members	5	2	10
Teachers	6	2	12

 

3.6       Data Collection Techniques

The instruments used in collecting data were a questionnaire, interview and documentary analysis these instruments were useful in the capturing of reliable information necessary for the study.

 

3.6.1    Questionnaires

Structured questionnaires were set of logical question typed and printed in a definite order on a set of forms. For this study, questionnaires handled respondents to respond on their own. The questionnaire was the best technique that guarantees privacy and confidentiality (Yin, 2003). A questionnaire was used for data collection from the students. Questionnaire expected to enable the researcher to obtain results within a considerably short time. A closed and open-ended question was included in questionnaires to enable respondents to give their views.

3.6.2    Interview Guide

The interview method involved the presentation of oral question receiving responses and probing. The study expects to adopt semi-structures interview, semi-structured interviews allows the flexibility in the provision of more information from the respondents. This would also help in maintaining consistency and freedom of expression by respondents. Mugenda (2003) and Amin (2005) observe that the interview was useful since they fetch a variety of ideas needed for the study.

The in-depth interview was administered to teachers, parents, school board members and the District Secondary Educational Officer. By using interview schedules researcher was able to elicit information about the role of the school boards on the students’ academic achievement in public secondary schools.

3.6.3    Documentary Review

Document review was used to supplement questionnaires and interview. The researcher also used existing records and a document that was related to the study. Such documents included reports and communications from the Board of Governors (BOG) and Parents Teachers Association (PTA) meeting minutes and the NECTA results of the schools that were involved in the study.

3.8       Reliability and validity of the Instruments

Precision and accuracy were very important qualities in research measurement to construct and evaluate measurements the researcher should pay special attention to two technical considerations which are reliability and validity these are two measures used in evaluating measurement tools. In this study, the researcher used triangulation in data collection methods where multiple techniques such as interview, questionnaire and documentary review in which one instrument complement the other in order to ensure the reliability of the study. To ensure the validity of study the researcher employed instruments such as; pilot testing of copies of the questionnaire was carried out in two schools Mtwara District Council Supervisors was requested to rate the instruments in order to discover their validity.

3.9       Data Analysis Techniques

Data analysis defined as examining what has been collected in a survey experiment making dedicators and informers. In this study both qualitative and quantitative methods used in analyzing data collected. The researcher analyzed data using the Statistical Package for Social Sciences (SPSS). However, tables, figures and word description used by a researcher to report the findings. Therefore, the research was purely qualitative in nature but with some elements of quantitative.

 

 

CHAPTER FOUR

DATA PRESENTATION, ANALYSIS AND DISCUSSION OF THE FINDINGS

4.0 Introduction

The chapter presents data analysis and discusses the finding basing n the research instruments that were used in relation to the stated research objectives.

This study used both qualitative and quantitative approach to analyze the findings from the field. Qualitative data were collected using interview and questionnaires. Those data were grouped into different categories according to the sources of information. Data frequencies and percentage tables were developed for further analysis. Qualitative data were subjected to statically treatments; this led to the formation of tables of frequencies and parentages for each variable at the initial stage. Tabulation helped to get meaningful relationship among variables.

Both of those techniques are used to show the role of school boards towards the students’ academic achievement a case of public secondary schools in Mtwara District Council and the result was writing based on the objective.

i) To find out the role played by the school Boards work in the public secondary school in Mtwara District Council.

ii) To examine the challenges that faces public secondary school boards in Mtwara District Council.

iii) To identify the solutions to overcome challenges facing School board on improving students’ academic performance in Mtwara District Council.

4.1       Demographic Information of the Respondents

The study involved fifty-three (53) respondents of different categories who contributed in data collection such as 12 teachers, 2 heads of schools, 20 students, 8 parents, 10 board members and 01 Districts secondary educational officer (DSEO). The information taken into consideration was in term of sex, age and class this is because the study intended to know the preliminary information of the respondents as shown in figure 2, 3 and 4.

Figure 2: Bar Chart Showing Gender of the Respondents

Source: Field Data, 2019

As it can be noted from figure 3 above, of 53 respondents. 25 were females that are 47.2 % of the respondents and 28 were males that are 52.8% of the respondents.

Figure 4: Bar Chart Showing Classes of the Respondents

          Source: Field Data, 2019

Figure 4 presents the classes of the respondents whereby form three were 08 making 40% of the total respondents, form four were 5 making 25% of the total respondents, form two were 4 making 20% of the total respondents and form one were 3 making 15% of the total respondents. This meant that most of the respondents were from three students.

4.2 The Role Played By the Schools Board Work in Public Secondary School in Mtwara District Council

This section presents data regarding the role played by the school Boards work in a public secondary school in Mtwara District Council. The methods for data collection were interviews, Questionnaire, and Documentary review. More specifically the section intended to provide answers to the first objective which sought to find out the role played by the school Boards work in public secondary school. In this study, interviews were conducted to District Secondary Education Officer (DEO), Teachers and Head of schools. Questionnaire to students and documentary reviews used to review documents such as files for school boards and parents meetings, NECTA results. The following were found during data collection.

In questionnaires to students, the findings from students revealed there are different role played by the school Boards work in public secondary school. The following are roles played by the schools' Boards work in public secondary school at Mtwara District Council.

Table 2: Students’ Responses on the Role Played by the Schools Boards

NO	Statement Variables	N	Respondents Percent					Total %
			5	4	3	2	1
1	To ensure development of different project in schools	20	35%	50%	15%	0%	0%	100%
2	To emphasize parental involvement in fund raising for schools projects	20	20%	45%	10%	20%	5%	100%
3	Management of students discipline for good performance	20	10%	25%	5%	50%	10%	100%
4	To solve boundaries conflicts between school and societies	20	25%	45%	5%	10%	15%	100%
5	To emphasize attendance of students through parents’ meetings	20	65%	20%	5%	5%	5%	100%

Source: Field Data, (2019)

Note: N= 48 Sample size. The role played by the school Boards work in public secondary school on 5 items that is, 5= Strongly Agree, 4= Agree, 3= Neutral, 2= Strongly Disagree and 1= Disagree. Most of the responses from students in table 2 above reveal that there is a great role played by the school Boards work in public secondary school. Students agreed that school boards play a the roles in students’ academic achievement.  Findings in Table 2 above show the extent to which the students’ response on the role played by the schools' Board work in a public secondary school in Mtwara District council. Several factors are attributed to the role played by the schools' ‘Board work in public secondary schools.

4.2.1    To Solve Boundaries Conflicts Between School and Societies

To solve boundaries conflicts between school and societies is among the role of school boards as it is amplified in the findings. The concern of the respondents is that among the role of the school board is to solve school boundaries conflicts in schools since teachers themselves cannot do it because most of them are not natives in their working areas. In figure 5 below,65%of the total respondents strongly agreed, 20% of the total respondents agreed, 5% of the total respondents were Neutral, 5% of the total respondents strongly disagree, and 5%of the total respondents disagreed. Students strongly agreed by associated roles of school boards with solving boundaries conflicts between school and societies at 65% of the respondents.

Figure 5: Pie Chart Showing Solving of Boundaries Conflicts between School and Societies

          Source: Field Data, 2019

Similarly, in other data collecting tool such as interviews, this response came out clearly as follows. During the interview, an interviewee added that:-

“School boards members are familiar with the school environment due to the fact that they were present when school boundaries are located hence it is easy for them to solve the challenge rather than leaving it to teachers who are not even born to this place”(Interviewee no. 2, 2019)

4.2.2    To Ensure Development of Different Project in Schools

In Figure 6 below, 50%of the total respondents agreed, 35% of the total respondents strongly agreed, 15% of the total respondents were Neutral. This meant that students agreed by the associated role of the school board at 50%.

Figure 6: Pie Chart Showing Ensuring Development of Different Project in Schools

          Source: Field Data, 2019

Correspondingly, in other data collecting tool such as interviews, this response came out openly. In the interview, an interviewee no. 4 had its own perceptions on the role played by school board work in Mtwara District Council.

“School boards members are work perpendicular with the school on knowing the need of school at that time. The work of the board is to take a challenge and present to parents during parents meetings and village meetings. Hence parents agreed to develop projects like building classrooms, laboratories, teachers’ houses and, furniture for students (Interviewee no. 4, 2019).

It will promote better education and welfare of the school and will also initiate projects and programmes for the general progress of the school and do any other activities within its capacity (The Government School Board Order, 2002).

4.2.3    To Emphasize Parental Involvement in Fund Raising for Schools Projects

As presented in figure 7 below, schools board played by different role of which emphasize parental involvement in fundraising for schools projects in schools came out as among them.  45% of the total respondents agreed, 20% of the total respondents strongly agreed, 20% of the total respondents strongly disagree, 10% of the total respondents were Neutral, and 5%of the total respondents disagreed. This meant that most of the respondents who scored 45% of the total respondents agreed and pinpointed the role.

Figure 7: Pie Chart Showing Emphasize Parental Involvement in Fund Raising for Schools Projects

          Source: Field Data, 2019

Similarly, in other data collecting tools such as interviews, this response came out clearly as echoed by respondents

“Among of the role played by school boards is to emphasize parents to involve themselves in fundraising for school projects like building of classrooms, hostels and teachers offices.”  (Interviewee no.1, 2019)

Also, another respondent from school B noted that

“Most of the parents are emphasized to donate money for school projects by board members through village meetings. This helps to solve different problems in school infrastructure.” (Interviewee no 3, 2019).

The Government School Board Order (2002) points out that the school board shall  also solicit contributions, donations, and engage in income generating activities for the development and welfare of the school; ensure that the teachers of the school abide by the national code of professional conduct as stipulated under the teacher`s Service Commission Regulations, 1989; suspend any teacher on disciplinary ground, misconduct or inefficiency or any act likely to cause disharmony in the school and inform the commissioner immediately of such an action; prescribe the kind of uniform to be worn by the pupils; facilitate formation of a parent-teachers association and power to suspend or dismiss a pupil on commission of an offence warranting such punishment.

4.2.4    To Emphasize Attendance of Students through Parents Meetings

In Figure 8 below, 45% of the total respondents agreed, 25% of the total respondents strongly agreed, 15% of the total respondents disagreed, 10% of the total respondents strongly disagreed and 5%of the total respondents were Neutral. This meant that students agreed bythe associated role of the school board at 45%.

Figure 8: Pie Chart Showing Emphasize Attendance of Students through Parents Meetings

          Source: Field Data, 2019

To Emphasize Attendance of Students through Parents Meetings also amplified in the findings during the interviews with interviewee no. 1.

“Most of the students are truancy and drop out due to the distance from their homes to school, Through school boards parents are emphasized to brought their kids nears schools so as to avoid or to reduce truancy and increase students’ attendance” (Interviewee no. 1, 2019)(Researcher, 2019)

4.2.5    Management of Students Discipline for Good Performance

In Figure 9 below, 50% of the total respondents strongly disagreed, 25% of the total respondents agreed, 10% of the total respondents strongly agreed, 10% of the total respondents disagreed, and 5%of the total respondents were Neutral. This meant that students strongly disagreed by associated role of school board at 50%.

Figure 9: Pie Chart Showing Management of Students Discipline for Good Performance

          Source: Field Data, 2019

However, it was found out that the management of students discipline does not much played by school boards it’s by teachers work to ensure that students are following rules and school regulations. Based on this observation, it can be said that schools Board play great role in public secondary school as it is evidenced by statement variables 1, 2, 4 and 5 in table 2. Likewise to the Government School Board Order (2002) points out that school board shall have management and supervisory powers to review and direct the heads of schools in respect of the management, development, planning, discipline and finance. It shall discuss matters related to implementation of education policy in Tanzania and make recommendations to the commissioner as appropriate

4.3       Documentary Analysis

Documents that analyzed were NECTA results, File for school board meeting and parents meeting. All schools that were in a sample size had readily available files for school boards meetings that is 100% but 1 (50%) of the available files were up to date and 1 (50%) were not up to date. On the other hand, parents meeting files were also readily available at 100%. Lastly it was the NECTA results of the schools its availability were 2 (100%).

4.4       Challenges face public secondary school boards on students’ academic performance

This section presents data regarding the Challenges face public secondary school boards on students’ academic performance in Mtwara District Council. The methods for data collection were interviews, Questionnaire, and Documentary review. More specifically the section intended to provide answers to the first objective which sought to find out Challenges face public secondary school boards on students’ academic performance in public secondary schools. In this study, interviews were conducted to District Secondary Education Officer (DSEO), Teachers and Head of schools. Questionnaire to students and documentary reviews were used to review documents such as files for school boards and parents meetings, NECTA results. The following were found during data collection.

In questionnaires to students, the findings from students revealed there are different challenges facing school boards in public secondary school. The following are challenges facing public secondary school boards on students’ academic performance in Mtwara District Council.

Table 3. Students’ Reponses on challenges face public secondary school boards on students’ academic performance Source:

No	Statement Variables	NO	Respondents Percent					Total %
			5	4	3	2	1
1	Disunity among board members led to delay of school projects	20	25%	45%	15%	10%	5%	100%
2	Lack of funds from school to motivate board members	20	25%	40%	0%	10%	25%	100%
3	School boundaries conflicts	20	55%	30%	10%	5%	0%	100%
4	Disrespects from the community	20	0%	20%	5%	35%	40%	100%
5	Poor cooperation from parents	20	55%	20%	5%	10%	10%	100%

            Field Data, 2019

Note: N= 48 Sample size, M= Mean, SD= Standard deviation. The role played by the schools' Board work in public secondary school on 5 items that is, 5= Strongly Agree, 4= Agree, 3= Neutral, 2= Strongly Disagree and 1= Disagree Most of the responses from students in table 2 above reveal that there are challenges schools Board face in public secondary school. Students agreed that school boards face some challenges that affect students’ academic achievement.  Findings in Table 3 above show the extent to which the students’ response on challenges schools Board faces in public secondary school in Mtwara District council. Several challenges are attributed by the schools Board in public secondary schools as follow.

4.4.1.   School Boundaries Conflicts

In Figure 10 below, 55% of the total respondents strongly agreed, 30% of the total respondents agreed, 10%of the total respondents were Neutral and 5% of the total respondents strongly disagreed. This meant that students strongly agreed by the associated challenge of the school board at 55%.

Figure 10: Bar Chart Showing School Boundaries Conflicts

              Source: Field Data, 2019

School boundaries conflicts also amplified in the findings during the interviews with interviewee no. 1.

“Our school has a boundary conflict with our neighbor community since in written documents seems different from the available area hence school board are responsible to make sure the school areas are returned from the community” (Interviewee no. 1, 2019)

4.4.2    Poor Cooperation from Parents

In Figure 11 below, 55% of the total respondents strongly agreed, 20% of the total respondents agreed, 10% of the total respondents strongly disagreed, 10% of the total respondents disagreed and 5%of the total respondents were Neutral. This meant that students strongly agreed by the associated challenge of the school board at 55%.Bhalalusesa (2013) supports these findings that there is generally low support of schools in the community due to the poor relationship between schools and the community.

Figure 11: Bar Chart Showing Poor Cooperation from Parents

Source: Field Data, 2019

Poor cooperation from parents also amplified in the findings during the interviews with interviewee no. 4.

“Some parents are not cooperative with the school board but their children are studying there. For example, some parents have never attended any parents meetings in schools and some do not volunteer in school projects like building activities. Through this, we will not get any development” (Interviewee no 4, 2019). In relation to Wittenbaum (1998) who asserts that another major impact of the school board is that of an administrative agency. While local boards are discouraged from becoming involved in the day-to-day operation and administration of schools, demands for public accountability dictate some level of involvement in the administration of the school system.

4.4.3    Disunity among Board Members Led to Delay of School Projects

Figure 12 below, 45% of the total respondents agreed, 25% of the total respondents strongly agreed, 15%of the total respondents were Neutral, 10% of the total respondents strongly disagreed and 5% of the total respondents disagreed. Hence student agreed by the associated challenge ofthe school board at 45%.

Figure 12: Bar Chart Showing Disunity among Board Members Led to Delay of School Projects.

Source: Field Data, 2019

Correspondingly, in other data collecting tool such as interviews, this response came out openly. In the interview, an interviewee no. 4 had its own perceptions on the challenges faced by school boards in Mtwara District Council.

“Sometimes school projects delay or failure due to disunity between board members themselves whereby some members may have disagreed with the proposed projects in their meetings which led to the failure of the school projects (Interviewee no. 4, 2019)

4.4.4    Lack of Funds from School to Motivate Board Members

In Figure 13 below, 40% of the total respondents agreed, 25% of the total respondents strongly agreed, 25% of the total respondents disagreed and 10% of the total respondents strongly disagreed. This meant that students agreed by the associated challenge of school boards at 40%.

Figure 13: Bar Chart Showing Lack of Funds from School to Motivate Board Members

Source: Field Data, 2019

Similarly, in other data collecting tools such as interviews, this response came out clearly as echoed by respondents.

“Among of the challenge is lack of fund to pay school boards members. In the school budget, there is no money that directed for school board members, hence it’s a challenge when you need board and you don’t have a fund to pay them” (Interviewee no.1, 2019).

Also, another respondent from school A noted that

“Board members are supposed to be paid as motivation since people leave their works at home and came to school for school development. We have to be paid as a compensation for the works we left at our home places. Also, this will emphasize them to work effectively since they got some funds for buying waters; the amount that school provides is too small for sure” (Interviewee no 3, 2019). Wittenbaum (2012) asserts that another major impact of the school board is that of the administrative agency. While local boards are discouraged from becoming involved in the day-to-day operation and administration of schools, demands for public accountability dictate some level of involvement in the administration of the school system.

4.4.5    Disrespects from the Community

In Figure 14 below, 40% of the total respondents disagreed, 35% of the total respondents strongly disagreed, 20% of the total respondents agreed and 5%of the total respondents were Neutral. This meant that students disagreed by associated challenge of school board at 40%.

Figure 14: Bar Chart Showing Disrespects from the Community

Source: Field Data, 2019

However, it was found out that the Disrespects from the community to school boards do not much exist. Based on this observation, it can be said that schools Board are respected by the community however what the board miss is cooperation from the community as it is evidenced by statement variables 1, 2, 3 and 5 in table 3.

4.5 Ways to overcome challenges of public secondary school boards in Mtwara district council

This section presents data regarding the ways to overcome challenges face public secondary school boards on students’ academic performance in Mtwara District Council. The methods for data collection were interviews, Questionnaire, and Documentary review. More specifically the section intended to provide answers to the first objective which sought to find Ways to overcome challenges face public secondary school boards on students’ academic performance in public secondary school. In this study, interviews were conducted to District Secondary Education Officer (DSEO), Teachers and Head of schools. Questionnaire to students and documentary reviews used to review documents such as files for school boards and parents meetings, NECTA results. The following were found during data collection.

In questionnaires to students, the findings from students revealed there are different ways to overcome challenges facing school boards in public secondary school. The following are ways to overcome challenges face public secondary school boards on students’ academic performance in Mtwara District Council.

Table 4. Students’ Responses on Ways to overcome challenges face public secondary school boards on students’ academic performance

No	Statement Variables	N	Respondents Percent					Total %
			5	4	3	2	1
1	Unity among board members, school and community	20	60%	20%	10%	5%	5%	100%
2	Parental involvement on students’ academic issues	20	20%	40%	20%	15%	5%	100%
3	Involve parents in fund raising	20	30%	60%	5%	5%	0%	100%
4	Respects between students, community and board member	20	25%	50%	10%	5%	10%	100%
5	Cooperate with community on school boundaries	20	65%	35%	0%	0%	0%	100%

Field Data, 2019

Note: N= 48 Sample size, M= Mean, SD= Standard deviation. The role played by the schools Board work in public secondary school on 5 items that is, 5= Strongly Agree, 4= Agree, 3= Neutral, 2= Strongly Disagree and 1= Disagree Most of the responses from students in table 4 above reveal that there are ways to overcome challenges schools Board face in public secondary school. Students agreed that school boards face some ways to overcome challenges that affect students’ academic achievement.  Findings in table 3 above show the extent to which the students’ response on ways to overcome challenges schools Board face in public secondary school in Mtwara District council. Several ways to overcome challenges are attributed by the school Boards in public secondary schools as follow.

4.5.1    Cooperate with Community on School Boundaries

In Figure 15 below, 65% of the total respondents strongly agreed and 35% of the total respondents agreed. This meant that students strongly agreed by associated way to overcome challenge of school board at 65%.

Figure 15: Pie Chart Showing Cooperate with Community on School Boundaries

Source: Field Data, 2019

Cooperate with community on School boundaries conflicts also amplified in the findings during the interviews with interviewee no. 4

“Involving community in the school boundaries conflict is the best solution since board members are become just a part of problem solver in representing school” (interviewee no. 4, 2019).

4.5.2    Unity among Board Members, School and Community

In Figure 16 below, 60% of the total respondents strongly agreed, 20% of the total respondents agreed, 10%of the total respondents were Neutral, 5% of the total respondents strongly disagreed and 5% of the total respondents disagreed. This meant that students strongly agreed by the associated way to overcome the challenge of the school board at 60%.

Figure 16: Bar Chart Showing Unity among Board Members, School and Community

Source: Field Data, 2019

Similarly, in other data collecting tools such as interviews, this response came out clearly as echoed by respondents

“In order to overcome this challenge school boards members, community and school should cooperate and unity together so as to bring changes in school development. They should have one say in anything that they plan because misunderstanding between them brought the bad picture to the society in general” (Interviewee no.1, 2019).

4.5.3    Involve Parents in Fund Raising

In Figure 17 below, 60% of the total respondents agreed, 30% of the total respondents strongly agreed, 5%of the total respondents were Neutral and 5% of the total respondents strongly disagree. This meant that students agreed by the associated way to overcome the challenge of school boards at 60%.

Figure 17: Bar Chart Showing Involve Parents in Fund Raising

Source: Field Data, 2019

Involve parents in fundraising also amplified in the findings during the interviews with interviewee no. 3.

“Parents should cooperative with the school board in fundraising for different school projects like building activities such as classrooms, laboratory and administration blocks.” (Interviewee no 3, 2019). Also, according to Bray (2012) fundraising is just one way that parents and communities may choose to support their schools. Like all activities that support education, fundraising should reflect the values and expectations of the school community, including those of parents, students, and staff, the school administration and school boards

4.5.4    Respects between Students, Community and Board Member

In Figure 18 below, 50% of the total respondents agreed, 25% of the total respondents strongly agreed, 10%of the total respondents were Neutral, 10% of the total respondents disagreed and 5% of the total respondents strongly disagreed. This meant that students agreed by the associated way to overcome the challenge of the school board at 50%.

Figure 18: Bar Chart Showing Respects between Students, Community and Board Members

Source: Field Data, 2019

Respects between students, community and board member was found out as the way to overcome the challenge in school boards.

“There should be respect between students, community and board member this will bring unity and solidarity between them. Proposed projects in their meetings will be well accepted due to respects between them (Interviewee no. 4, 2019)

4.5.5    Parental Involvement on Students’ Academic Issues

In Figure 19 below, 40% of the total respondents agreed, 20% of the total respondents strongly agreed, 20%of the total respondents were Neutral, 15% of the total respondents strongly disagreed and 5% of the total respondents disagreed. This meant that students agreed by the associated way to overcome the challenge of the school board at 40%.

Figure 19: Bar Chart Showing Parental Involvement on Students’ Academic Issues

Source: Field Data, 2019

However, it was found out that the Parental involvement on students’ academic issues may help to overcome the challenge to school boards. Based on this observation, it can be said that schools Board challenges may be solved by involving parents on students’ academic issues whereby parents may be motivated to engage themselves in school developments. Evidenced by statement variables 1, 2, 3 and 4 in table 4.

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS OF THE STUDY

5.0       Introduction

This chapter presents the summary, conclusion and recommendations of the Study.

5.1       Summary

The study is about an investigation on The role of school boards on the students’ academic performance in public secondary schools. According to the research findings, Board members, Head of schools, District Education officer, teacher, students and parents responded in different ways. In the side of both respondents responded the question which were given and have related to the research objective as follow; The first Objective, during the field period the large number of respondents agreed that there is a great role played by the school boards in public secondary schools such as, to ensure development of different projects in schools, to emphasize parental involvement in fundraising for schools projects, to emphasize attendance of students through parents meetings and to solve boundaries conflicts between schools and societies.

On the second objective during the field large number of respondents agreed there are various challenges that face public secondary school boards in Mtwara District Council. Out of the five (05) variable statements, 22% of the total statements identified as strongly agree and 58% of the total statements were identified as agreed. Several challenges are attributed by the school Boards in public secondary schools such as Disunity among board members led to delay of school projects, lack of funds from the school to motivate board members, school boundaries conflicts and poor cooperation from parents. On the third objective, during the field respondents suggested different ways to overcome the challenge faced by school boards in public secondary schools in Mtwara District Council. Such as Unity among board members, school and community, involve parents in fundraising and cooperate with the community on school boundaries. Whereby Out of the five (05) variable statements, 75% of the total statements identified as agreed that above ways should be taken to overcome challenges that school boards face in public secondary school in Mtwara District Council.

5.2       Conclusion

The researcher expected to investigate the roles of school boards on the students’ academic performance in public secondary schools. The finding revealed that, school board play a good role on students’ academic performance since 50% agreed on helping to ensure developments of school projects like building classrooms, teachers houses and whole school infrastructure, 45% agreed on emphasize parental involvement in fundraising for schools projects, 45% agreed on to emphasize attendance of students through parents meetings and 65% strongly agreed on to solve boundaries conflicts between school and societies hence students may get essential needs for their academic matters due to good role played by school boards.

However, there are various challenges that school boards face in public secondary schools since 40% agreed on lack of funds from school to motivate board members, 45% agreed on disunity among board members led to delay of school projects, 55% strongly agreed on poor cooperation from parents and 55% strongly agreed on School boundaries conflicts. It needs a great joint effort of the government, Non-Government Organization and institution, teachers, parents and the whole society because the great impact of the challenges will face the whole nation from family level to national level. Therefore, in order to solve these challenges the following should be done, whereby 60% strongly agreed on Unity among board members,50% agreed on Respects between students, community and school board member, 60% agreed on school boards to involve parents in fundraising and 65% strongly agreed on cooperate with community on school boundaries.

5.3       Recommendations

With regards to the research findings of the study the researcher come with the following recommendations:

5.3.1    To the Government

The ministries of education, science and technology have to create well and conducive teaching and learning environment for students through ensuring the presence of enough classrooms, teachers’ houses, teachers’ offices and good infrastructure. Also, government should ensure the availability of teaching and learning materials like books, libraries, laboratories and to provide education to the society about the importance of educating children. This will help school boards to reduce conflicts with the parents on fund risings for building school infrastructures.

Also, government should make sure that all public schools have their boundaries and the areas are not claimed by the community, through District Executive Directors this challenge should be solved in order to avoid conflicts between school and community. 

Also, the government should put school boards in a government budget because the amount that they are paid in schools is not enough since they left their works at home and deal with school issues.

5.3.2    To the Parents and Guardians

Parents and guardians should take their responsibility in providing necessity need to their children like buying them school uniforms, paying them money for food, buying books, pen, exercise books, and should also teach children to behave nicely according to their society.

Also, parents should cooperate with teachers and school boards on making sure that their children are attending school every day and they make follow up of their academic performance.

Also, parents should participate in fundraising for building schools infrastructure and volunteer on different school projects like building classrooms, laboratories, teachers’ houses and other infrastructure. This will emphasize student to study harder and perform well due to presence of enough infrastructure in schools also it will help to reduce a distance for students who stay far from schools will be staying at school dormitories.

3.3       To Students

The students should enhance positive motivation from their parents or guardians and also they should avoid sexual relationship at school age. Also, they should avoid peer pressure groups or mob psychology and sustain a civilized lifestyle in order to achieve their goals in school.

5.3.4    For Further Researchers

The researcher suggests for further research to investigate on role played by parents on the students’ academic performance in public secondary schools in Mtwara District Council, also they should look on challenges faced by school on school boards in public secondary schools in Mtwara District Council and also further researcher should look on challenges facing teachers to ensure good performance of students in secondary schools in Mtwara District Council.

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APPENDIX I

RESEARCH TIME TABLE

YEARS

2

0

1

8

2

0

1

9

ACTIVITIES

Jun

Jul

Aug

Sept

Oct

Nov

Dec

Jan

Feb

Marc

Apr

May

Submission of research title

Preparation of research proposal

Submission of research proposal

Surveying the area

Data collection

Data analysis and interpretation

Writing research report

Submission of research report

APPENDIX II

RESEARCH BUDGET

Research items	cost Tsh	Total
Secretarial services         i.            Typing and printing       ii.            Binding     iii.            Flash     iv.            CD       v.            Ream     vi.            Pens Research expenditure Transportation Meals and accommodation Other cost People who will be assisting during the Research period.	60,000 6,000 25,000 3,000 20,000 3,000 50,000 50,000 20,000	237,000TSH
TOTAL	237,000

APPENDIX III

INTERVIEW QUESTIONS FOR BOARD MEMBERS

Dear respondent,

My name is RAYMOND SAMSON a students at Stella Maris Mtwara University College (STEMMUCO). I am doing Bachelor of Arts with education third year. I beg your cooperation in my research Title is The Role of School Board on the students academic performance in public secondary school in Mtwara District Council. Do not write your name since identity is not required. Kindly fill in the empty spaces and put a tick in front of the answer you have chosen. If requested to comment or explain please do so.

PERSONAL INFORMATION

Sex……………..

QUESTIONS

1. What do you understand by the term school board?

2. How many are you in school boards?

3. What are the role played by school boards in ensure students’ academic achievement?

4. What challenges do school boards face?

5. How many times the school boards sit in a year?

6. How do challenges affect students’ academic achievement?

7. What measures have been taken to overcome those challenges?

APPENDIX IV

INTERVIEW GUIDES FOR TEACHERS.

Dear respondent,

The researcher is the student of Bachelor of Arts with Education (BAED). This questionnaire is intending to gather information on the role of school boards on the students’ academic achievement in public secondary schools in Mtwara District Council. You are kindly requested to answer the following questions as honestly as possible. The information you provide will be treated with confidentiality and used for purposes of this study.  Thank you in advance for your cooperation.

PERSONAL INFORMATION

Sex……………..

QUESTIONS

1. What do you understand by term school board?

2. Do you have school board?

3. How many times the school boards sit per year?

4. What are the roles played by school board in academic excellence?

5. What challenges does school board trace?

6. How do those challenges affect school academic achievement?

7. What measures have been taken to overcome those challenges?

APPENDIX V

QUESTIONNAIRE FOR STUDENTS

Dear respondent,

The researcher is the student of Bachelor of Arts with Education of Stella Maris University Collage. This questionnaire is intending to gather information on the role of school boards on the students’ academic achievement in public secondary schools in Mtwara Rural District. You are kindly requested to answer the following questions as honestly as possible.  The information you provide will be treated with confidentiality and used for purposes of this study.  Thank you in advance for your cooperation.

Section A: Background Information

Instruction: Please tick (√) where appropriate

School Name …………………………………

1. Sex……….

Male and Female

2. Respondent’s age

12-14	15-17	18-20	21 and above

  3. Respondents’ classes

Form I	Form II	Form III	Form IV	Form V	Form VI

SECTION B

To find out the role played by school board in Public Secondary School

4. Instructions: - Indicate your level of agreement on the following items. Put a tick (√) against the statement of your choice.

KEY: Strongly Agree= SA, agree= A, Neutral= N, Strongly Disagree= SD, Disagree= D

The role played by school board in Public Secondary School			SA	A	N	SD	D
To ensure development of different project in schools
To emphasize parental involvement in fund raising for schools’ projects
Management of students discipline for good performance
To emphasize attendance of students through parents’ meetings
To solve boundaries conflicts between school and societies

SECTION C

To examine challenges, face public secondary school boards on students’ academic performance

5. Instructions: -Indicate your level of agreement on the following items. Put a tick (√) against the statement of your choice.

KEY: Strongly Agree= SA, agree= A, Neutral= N, Strongly Disagree= SD, Disagree= D

Challenges face public secondary school boards	SA	A	N	SD	D
Disunity among board members led to delay of school projects
Lack of funds from school to motivate board members
School boundaries conflicts
Disrespects from the community
Poor cooperation from parents

                       

SECTION D

Ways to overcome challenges of public secondary school boards in Mtwara district council

6.  Instructions:-Indicate your level of agreement on the following items. Put a tick (√ ) against the statement of your choice.

KEY: Strongly Agree= SA,Agree= A, Neutral= N, Strongly Disagree= SD, Disagree= D

Ways to overcome challenges of public secondary school boards	SA	A	N	SD	D
Unity among board members, school and community
Parental involvement on students’ academic issues
Community involvement in school projects
Involve parents in fund raising
Respects between students, community and board member

APPENDIX VI

List of Informed Key Respondents

Interviews Series	Respondents and Their Institutions
Interviewee no. 1	Teachers of secondary school in Mtwara District Council
Interviewee no. 2	Parents in Mtwara District Council
Interviewee no. 3	District Secondary Education Officer in Mtwara District Council (DSEO)
Interviewee no. 4	School board mamber in Mtwara District Council

 Source: Researcher, (2019)