| dc.contributor.author | Masanyiwa, Zacharia S. | |
| dc.contributor.author | Magaria, Berine R. | |
| dc.contributor.author | Shauri, Nzoja E. | |
| dc.date.accessioned | 2023-07-21T09:01:15Z | |
| dc.date.available | 2023-07-21T09:01:15Z | |
| dc.date.issued | 2023-06 | |
| dc.identifier.citation | Masanyiwa, Z.S., Magaria, B.R., Shauri, N.E., (2023). Participation in School Committees in Monitoring Primary School Projects in the Nyang’hwale District in Tanzania, Rural Planning Journal 25 (1) 21-32 | en_US |
| dc.identifier.issn | 0856-3460 | |
| dc.identifier.uri | https://repository.irdp.ac.tz/handle/123456789/417 | |
| dc.description.abstract | School committees hold a central role in decision making on various issues about the
development and delivery of primary education, including the monitoring of school projects.
This study examined the participation of school committees in monitoring primary school
projects in selected schools in Nyang’hwale District in the Geita Region. Specifically, the
study determined the extent of school committee members’ participation in monitoring
school projects and examined factors influencing the school committee’s participation in
monitoring primary school projects. A purposive sampling technique was used to select 17
primary schools and 136 school committee members and key informants involved in the
study. Data were collected through structured interviews using a structured questionnaire,
key informant interviews and documentary review, and were analyzed for descriptive
statistics, chi-square test and binary logistic regression. Results showed that most of the
school committee members participated in project identification and planning, but less in
budgeting activities. The main factors that influenced the participation of school committees
were their perceived ability to speak up in meetings, their willingness to participate and
their source of information. It was concluded that school committees’ participation in
monitoring school projects was limited and constrained by gender imbalance. Thus, there is
a need for capacity building for school committees to enhance their capacity for their roles
and responsibilities. | en_US |
| dc.language.iso | en | en_US |
| dc.publisher | IRDP | en_US |
| dc.subject | Monitoring, Participation, School committees, School projects | en_US |
| dc.title | Participation in School Committees in Monitoring Primary School Projects in the Nyang’hwale District in Tanzania | en_US |
| dc.type | Article | en_US |
