Effectiveness Of School Committees In Implementing Set Roles And Responsibilities In Rural Primary Schools: A Case Of Njombe Rural District Council, Tanzania

ABSTRACT

This study assessed the effectiveness of school committees in implementing set roles

and responsibilities in rural primary schools in Njombe Rural District. Five primary

schools from Njombe District were involved for data collection. The study employed

a descriptive research survey design, and a mixed research approaches were used for

data collection and analysis. Data were collected through questionnaires, interviews

and documentary review from a sample of 41respondents, i.e. 35 school committees,

five head teachers and one DPEO were employed. The study recognised that school

committees are ineffective because of the lack of involvement in some roles and

responsibilities like in dismissal and admission of pupils. It was also noted that there

were no frequent training for the newly elected school committee members. Apart

from that, the school committees had minimal power for the decisions since more

autonomy depends on the decisions made in parent meetings. In connection to that,

schools did not have guidelines, like the Education Policy of 1995, the Education Act

of 1978, 1995 and the PEDP1 (2002-2006). Therefore, it is recommended that for the

effectiveness of school committees should be given frequent capacity building,

involved in all roles and responsibilities and the Government should make sure all

primary schools have the Education Policy, the Education Act, and short-term and

long-term education plans prevailing at that time.

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