Head teachers' ways used in the implementation of multiple school accountability in managing public primary schools in Tanzania

Salimu Vuje; Juhudi Cosmas; Pambas Tandika

doi:10.55056/ed.875

Authors

Salimu Vuje The University of Dodoma https://orcid.org/0009-0009-7212-3898
Juhudi Cosmas The University of Dodoma https://orcid.org/0000-0002-9704-3554
Pambas Tandika The University of Dodoma https://orcid.org/0000-0001-8267-7493

DOI:

https://doi.org/10.55056/ed.875

Keywords:

head teachers, multiple school accountability, managing

Abstract

The issue of education quality management is significant for educational institutions globally. Effective education quality management enhances students' knowledge and skills and contributes to economic development and societal stability. Multiple school accountability has been emphasised to improve the quality of school management and education delivery at all levels worldwide. In Tanzania, the implementation of multiple school accountability was the result of "Education Circular No. 3 of 2016", which aims to facilitate the involvement of education stakeholders in public school management for decision-making, planning, and policy formulation with head teachers. The study investigated the ways used by head teachers to implement multiple school accountability in managing public primary schools. Forty-two (42) participants were involved in this study from six public primary schools (6 head teachers and 36 teachers). Data were analysed by using thematic analysis with the help of SPSS version 25. The study found that head teachers use various ways to involve education stakeholders in school management and support the implementation of multiple school accountability measures. The paper concludes that head teachers are significantly associated with the implementation of multiple school accountability, with a higher level of school management experience demonstrating a greater likelihood of exhibiting strong use of various ways and strategies to strengthen multiple school accountability in public primary schools. Also, it recommends that head teachers should prioritise and show high levels of satisfaction with the mutual corroboration from education stakeholders and foster a supportive school culture that emphasises the implementation of multiple school accountability measures to facilitate teamwork in public school management.

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