The Effectiveness Of School-Based Management In Improving The Quality Of Teaching And Learning In Public Primary Schools In Serengeti District-Tanzania

ABSTRACT

The study sought to investigate the effectiveness of School-Based Management (SBM) in improving the quality of Teaching and Learning in public primary schools, based on teachers’ quality and teaching and learning materials. The study employed a qualitative research approach. The area of the study was Serengeti district, Mara region. Data were collected through documentary review, observation, interviews and focus group discussion (FGD). Qualitative data gathered were subjected to content analysis. The study was guided by the theory of education as a partnership. The major findings showed that, in the three visited schools, pupils were least involved in decision making. Incompetent teachers, shortage of relevant teaching and learning materials, large class size, poor infrastructures and curriculum were inputs that contributed positively or negatively to the effectiveness of SBM in improving the quality of teaching and learning. Visited schools were found to be lacking: Regular assessment to pupils, in-service teachers’ professional development, consideration of students’ views in school in improving teaching and learning and little participation of the school community in school management therefore experiencing poor performance. Based on these findings it is recommended that all school stakeholders should be openminded about SBM idea and its importance so that they can apply its practices in improving teaching and learning thus enhance the quality education. It was further recommended that there is need to conduct a study on how to satisfy educational stakeholders’ needs for quality primary education.