Vol 14 Issue 4 October 2026-December 2026

Abstract: This study assessed the contribution of Farmer Field and Life Schools (FFLS) to rural women’s economic empowerment under Phase Two of the Joint Programme on Rural Women’s Economic Empowerment (JP-RWEE) in Rwanda. It examined three outcome areas: perceived agricultural productivity, financial literacy, and leadership and decision-making. A descriptive survey design combined quantitative and qualitative approaches. The target population comprised 2,751 active FFLS beneficiaries in Kirehe and Nyamasheke districts, from whom 96 respondents were selected using stratified random sampling. Data were collected through structured questionnaires and key-informant interviews. Quantitative data were analyzed in STATA 13 using descriptive statistics, Pearson correlation, and multiple regression, while interview data were analyzed thematically. Respondents reported high perceived contribution ratings for agricultural productivity (M = 4.4688, SD = 0.5420), financial literacy (M = 4.2604, SD = 0.6198), and leadership and decision-making (M = 4.4583, SD = 0.5604). However, the regression models based on training sessions attended and modules completed did not significantly predict agricultural-productivity ratings (R² = 0.0059, p = 0.7604) or financial-literacy ratings (R² = 0.0166, p = 0.460). The leadership and decision-making model was statistically significant (F(2,93) = 3.52, p = 0.0335; R² = 0.0705), with attendance significantly associated with the outcome (p = 0.019). Interview findings highlighted improved farming knowledge, financial awareness, confidence, and participation in household and community discussions. The study concludes that FFLS is a useful empowerment platform, but training should be linked to productive resources, extension, financial services, markets, mentoring, and practical leadership opportunities.

Keywords: Farmer Field and Life Schools; rural women; economic empowerment; agricultural productivity; financial literacy; leadership; decision-making; JP-RWEE; Rwanda.

Title: CONTRIBUTION OF FARMER FIELD AND LIFE SCHOOLS TO RURAL WOMEN’S ECONOMIC EMPOWERMENT: A CASE STUDY OF THE RURAL WOMEN’S ECONOMIC EMPOWERMENT PROJECT IN RWANDA

Author: Rutayisire Jean Bosco, Dr. Naomi Njoroge

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 4, October 2026 - December 2026

Page No: 313-321

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Published Date: 31-October-2026

Abstract: The study sought to examine the challenges hindering effective utilization of teaching facilities in the delivery of inclusive education in public primary schools in Chemba District Council, Tanzania. This study was informed by the Social Model of Disability Theory where the environment and institutional barriers that hinder learners with disabilities from actively participating are highlighted. Qualitative methodology with an interpretivist paradigm was used where a multiple case study design was used. Four public primary schools within Chemba District Council practicing inclusive education were selected using a purposive sampling technique. This study involved 41 respondents where four were headteachers, eight were classroom teachers, twenty-eight were pupils and one was a District Special Education Officer. Findings indicate that the use of teaching facilities for inclusive education was inhibited by various interlinked constraints. These include overcrowding in classrooms, lack of specialized teaching facilities like Braille machines and books with large fonts, teacher inadequacies in terms of knowledge about inclusive education, lack of communication between teachers and students suffering from deafness, lack of special education experts, and uneven provision of teaching facilities in schools. The study also found out that most available facilities were not sufficient, unused, or even inaccessible due to lack of technical skills on the part of the teachers. The study concludes that, it is evident that the efficiency of the teaching facilities in ensuring inclusivity in education is not only dependent on their availability but also teachers' professionalism, resource equity, and learning environment. The study recommends the best way to increase the use of the teaching facilities in inclusive education, the study suggests increasing the availability of assistive teaching facilities and ensuring their equitable distribution in addition to recruiting experts in special education and improving monitoring and maintenance systems in the schools.

Keywords: Inclusive education, teaching facilities, pupils with disabilities, assistive aids, competencies of teachers, government-owned primary schools.

Title: THE CHALLENGES HINDERING EFFECTIVE UTILIZATION OF TEACHING FACILITIES IN THE DELIVERY OF INCLUSIVE EDUCATION IN PUBLIC PRIMARY SCHOOLS IN CHEMBA DISTRICT COUNCIL, TANZANIA

Author: Christina Elihuruma, Paul Dominick, Maro Wadrine

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 4, October 2026 - December 2026

Page No: 305-312

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Published Date: 29-October-2026

Abstract: This study aimed at exploring stakeholders’ perspectives on addressing school transportation challenges in public primary schools in Madaba District, Ruvuma Region. The study focuses on the modes of transportation used by pupils, the challenges pupils experience while travelling to and from school, and solutions for improving school transport. The study adopted the interpretivist research philosophy and employed a qualitative approach and phenomenology research design. The data was collected through face-to-face interview and focus group discussion. Data was analyzed thematically through coding, categories, and the developed themes and sub-themes are discussed and contextualized with existing literature.  The findings reveal pupils travel to school and from school by: walking long distances; motorized transport system; and bicycle. Consequently, that mode of transportation leads to students’ absenteeism, late arrival, declining of academic performance, reduced classroom concentration, and reduced participation in extracurricular activities. Additionally, pupils face challenges concerning safety, including road accidents, animal attacks, and being attacked by dangerous people. Moreover, the findings revealed that the stakeholders were not satisfied with the situation of transport challenges, and perceived the need of safe, reliable transport, and affordable school transport system.  The study concludes that the absence of a school transport system creates a critical challenge to pupils in accessing equitable and quality education to all. Therefore, it is suggested that there is a need of addressing transportation constraints before construction of schools or schools should be built near residential areas. Another alternative is to establish hostels and organized school transport services by cooperation between parents and government.

Keywords: Stakeholders’ Perspectives, Transportation Challenges, Primary Schools.

Title: Stakeholders’ perspectives on addressing school transportation challenges in public primary schools in Madaba District, Ruvuma Region

Author: Robert Chembele, Dr. Eugenia Wandela, Dr. Reginald Lyamuya

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 4, October 2026 - December 2026

Page No: 295-304

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Website: www.researchpublish.com

Published Date: 26-October-2026

Abstract: Public procurement offers commercial opportunities to small and medium enterprises (SMEs), yet participation may be constrained by their financial and technical capabilities and access to tender information. This study examined the relationships between financial strength, technical tendering skills, access to tendering information and SME participation in public procurement in Ubungo Municipality, Tanzania. Guided by Dynamic Capabilities Theory, a quantitative cross-sectional survey was conducted among SME owners and managers. From an eligible population of 692, 253 respondents were selected through proportionate stratified random sampling; 200 usable questionnaires were analysed (effective response rate: 79.1%). Data were processed using IBM SPSS Statistics version 27, with descriptive statistics, Pearson correlations and multiple linear regression. All three factors were positively associated with SME participation and remained significant in the combined model (p < 0.001). Information access had the largest standardised coefficient (β = 0.324), followed by technical tendering skills (β = 0.299) and financial strength (β = 0.291). The model explained 42.1% of the variation in participation (R² = 0.421). These results provide municipality-specific evidence that information access and complementary firm capabilities are jointly relevant to procurement participation. The study recommends accessible electronic tender information, practical bidding training and stronger financial preparedness. Causal claims are not warranted by the cross-sectional, self-reported data.

Keywords: Small and medium enterprises; public procurement; financial strength; tendering skills; tendering information; dynamic capabilities; Tanzania.

Title: FACTORS INFLUENCING THE PARTICIPATION OF SMALL AND MEDIUM ENTERPRISES IN PUBLIC PROCUREMENT IN TANZANIA: A CASE OF UBUNGO MUNICIPALITY

Author: Kibera Segi Peter, Francis Muya

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 4, October 2026 - December 2026

Page No: 288-294

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Published Date: 26-October-2026

Abstract: Humanitarian relief operations depend on reliable sourcing, timely procurement and continued coordination with suppliers. Yet the relationship between particular electronic procurement practices and logistics efficiency remains insufficiently documented in Tanzania’s humanitarian sector. This study examined how e-sourcing, e-tendering and e-supplier management were associated with humanitarian logistics efficiency at the World Food Programme (WFP) in Tanzania. A positivist, deductive, cross-sectional explanatory design was used. Structured questionnaires were completed by all 50 eligible staff identified in the study population, and the data were analysed using descriptive statistics, Pearson correlation and multiple linear regression. The regression model was significant, F(3, 46) = 8.585, p < 0.001, and explained 35.9% of the variation in reported logistics efficiency. E-sourcing (B = 0.270, p = 0.041) and e-supplier management (B = 0.389, p = 0.004) showed significant positive adjusted associations, while e-tendering did not (B = −0.064, p = 0.569). E-supplier management had the largest positive standardised coefficient. These findings suggest that identifying suitable suppliers electronically and maintaining effective digital supplier coordination are particularly relevant to reported logistics efficiency in this setting. Since the evidence is cross-sectional and self-reported, the associations should not be interpreted as causal effects. Practical priorities include better use of sourcing information, consistent monitoring of suppliers and examination of operational bottlenecks in tendering.

Keywords: E-Procurement; E-Sourcing; E-Tendering; E-Supplier Management; Humanitarian Logistics Efficiency.

Title: The Effect of E-Procurement Practices on Humanitarian Logistics Efficiency: Evidence from the World Food Programme in Tanzania

Author: Euzebius Modest Chilope, Dr. Prosper S. Nyaki

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 4, October 2026 - December 2026

Page No: 281-287

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Website: www.researchpublish.com

Published Date: 24-October-2026

Amendment Date: 26-October-2026

Abstract: This paper examined community perceptions towards the importance of pupils' enrolment in pre-primary schools in Morogoro Municipality, Tanzania. The research was motivated by inconsistencies in pupils' enrolment in pre-primary schools, despite their recognised importance. A mixed-methods research design within the pragmatist paradigm was adopted using a convergent parallel design. Primary data were gathered from 51 participants, including 30 teachers, 18 community members, and 3 head teachers, using questionnaires, interviews, and focus group discussions. The findings showed positive community Perceptions towards the importance of pre-primary education. There were, however, shortcomings in relation to a lack of sufficient awareness amongst parents, involvement of community leaders, and prevailing cultural beliefs that negatively impact enrolment. Although the participation of parents in meetings and activities was positive, awareness levels remained low. The paper recommends that community perceptions, parental awareness, and engagement of community leaders should be enhanced to boost enrolment in pre-primary schools.

Keywords: Community Perceptions, Pre-Primary Education, Enrolment, Early Childhood Education, Access to Education.

Title: Assessment of Community Perceptions toward the Importance of Pupils’ Enrollment in Pre-Primary Schools in Morogoro Municipality, Tanzania

Author: Selemani Hussein Hamis, Onesmo Amos

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 4, October 2026 - December 2026

Page No: 274-280

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Website: www.researchpublish.com

Published Date: 24-October-2026

IKISIRI: Utafiti huu unahusu kuchambua tija za mwangwi wa falsafa ya Wapare zinazodhihirika katika riwaya ya Kufikirika.Utafiti huu uliongozwa na lengo mahususi moja ambalo ni: Kuchambua Tija za mwangwi wa falsafa ya Wapare  zinazodhihirika katika riwaya ya Kufikirika. Kwa kuzingatia lengo la utafiti huu, mbinu zilizotumika katika ukusanyaji wa data ni mbinu ya udodosaji na mbinu ya usomaji maktabani. Kwa kutumia mbinu hizi mbili, data zilichanganuliwa kwa kutumia mkabala wa kitaamuli yaani, maelezo yalizingatiwa katika uchambuzi wa data. Uchambuzi wa data uliongozwa na Nadharia ya Elimu Jamii iliyoasisiwa na Hippolyte Taine (1864).Utafiti wa makala haya ulitumia sampuli ya riwaya moja ya Kufikirika na watafitiwa kumi. Utafiti wa makala haya ulitumia Usampulishaji lengwa tajwa  mpokezano. Kupitia mkabala wa kitaamuli, uwasilishaji wa matokeo ya utafiti yameonesha kuwa, tija zamwangwi wa falsafa ya Wapare zinazodhihirika katika riwaya ya Kufikirika ni kama ifuatavyo: Husaidia kuponesha maradhi mbalimbali kupitia matumizi ya dawa za asili, husaidia katika ulinzi wa jadi kupitia mazindiko na dawa za asili. Pia, husaidia kudumisha mila na desuri za jamii kupitia utekelezaji wa matambiko na uganga, husaidia kuleta mvua kupitia utekelezaji wa matambiko ya mvua. Vile vile, husaidia jamii kuishi kwa amani na utulivu kupitia masuala ya ugangana matambiko, husaidia kustawisha mazao kupitia utekelezaji wa kafara na matambiko. Husaidia jamii kuishi kwa kuaminiana kupitia viapo na masuala ya uganga, husaidia kudumisha umoja na mshikamano katika jamii kupitia shughuli mbali mbali za kijamii. Pia, husaidia kuleta utawi wa familia kupitia masuala ya ndoa na uzazi, husaidia kuongeza ukoo kupitia falsafa ya familia pana.

Title: Tija za Mwangwi wa Falsafa ya Wapare zinazodhihirika katika Riwaya ya Kufikirika

Author: Rehema Hassan Koshuma, Dkt. Hadija Kutwa Abdallah

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 4, October 2026 - December 2026

Page No: 263-273

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Website: www.researchpublish.com

Published Date: 24-October-2026

Abstract: This study investigated school management practices in involving boarding school girls in domestic activities in Morogoro Municipality, Tanzania. The organization and scheduling of domestic activities, allocation of responsibilities, supervision and monitoring, the use of school rules and routines, and the role of school personnel such as teachers, matrons, prefects were examined. The study adopted a qualitative approach based on a phenomenological research design. Thirty-six participants, consisting of two heads of schools, ten teachers, and twenty-four boarding female students from two purposefully selected public secondary schools, were the main sources of the data. The data were collected through semi-structured interviews, focus group discussions, and document analysis. The data were thematically analyzed through Social Learning Theory.It was found out that the domestic activities were organized through timetables, duty rosters, group assignment, and rotations. The collaboration of school management, teachers, matrons, and prefects in supervision and monitoring, and provision of guidance helped the completion of assigned tasks. The use of school rules and routines facilitated the explanation of behavioral expectations and coordination of domestic activities with academic activities. The study concludes that organized, fair, continuous supervision, and school routines may help girls to participate in domestic activities and thus develop responsibility, cooperation, discipline, and self-regulation. It is recommended to enhance these practices by school management without infringing upon the academic learning, individual studying, and enough rest of girls.

Keywords: school management practices, boarding schools, domestic activities, girls' participation, Social Learning Theory.

Title: SCHOOL MANAGEMENT PRACTICES FOR ENGAGING BOARDING SCHOOL GIRLS IN DOMESTIC ACTIVITIES IN MOROGORO MUNICIPALITY, TANZANIA

Author: Rose Mwanja, Maua Mpiza, Peter Mramba

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 4, October 2026 - December 2026

Page No: 256-262

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Published Date: 24-October-2026

Abstract: This paper explores how school-based farming activities contribute to teachers' motivation in public secondary schools in Mufindi District Council, Tanzania. The study was motivated by inadequate financial resources that may prevent the provision of supportive working conditions and teacher motivation. However, the contribution of income generated through school-based farming activities towards teachers' motivation has not yet been researched. The study was carried out with the participation of 75 teachers chosen randomly and 13 Heads of Schools chosen purposefully from 13 public secondary schools. The data collection was conducted through questionnaires and interviews with Heads of Schools. The quantitative data were analyzed using descriptive statistics (frequencies, percentages, and mean scores), while qualitative data were analyzed using thematic analysis. It was revealed that the farming activities have positively contributed to teachers' motivation by providing financial support to cover the cost of additional teachers' benefits, improving working conditions, increasing job satisfaction, participation in decision-making, recognition, as well as increasing teachers' morale and commitment. The study concludes that the school-based farming activities can be considered as a tool to generate additional income that positively contributes to teachers' motivation. The study recommends that public secondary schools develop management and utilization of income generated through farming activities to make their contribution to teachers' motivation meaningful.

Keywords: school-based income-generating activities, farming activities, teacher motivation, public secondary schools, Mufindi District Council, Tanzania.

Title: Influence of School-Based Income-Generating Activities in Enhancing Teachers’ Motivation in Public Secondary Schools in Mufindi District Council, Tanzania

Author: Clemency Mhina, Reginald Lyamuya, Joseph Hokororo

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 4, October 2026 - December 2026

Page No: 251-255

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Published Date: 24-October-2026

Abstract: This study assessed teachers’ autonomy in carrying out delegated responsibilities in public secondary schools in Mlimba District Council, Tanzania. The study used mixed method and descriptive research design. The sample for the study was made up of 62 respondents made up of 49 teachers, 8 Heads of Schools and 5 Ward Education Officers. The teachers were selected by simple random sampling and the Heads of Schools and the Ward Education Officers were selected by purposive sampling. The questionnaires and interview guides were used for data collection and frequencies and percentages for quantitative analysis and thematic analysis for qualitative data. The results showed that teachers in general enjoyed a good level of autonomy when working with delegated tasks, especially in making decisions, implementing delegated tasks more or less independently, and exercising professional autonomy. Some teachers, however, reported limited authority and administrative interference, and there was a strong emphasis placed on accountability for delegated authority. The study found that the level of autonomy of teachers was generally moderate to high, but there was still a lack of autonomy in terms of authority and decision-making. Generally, the study suggests that Heads of Schools needs to enhance the autonomy of their teachers by giving them sufficient autonomy, clear responsibility, appropriate resources, guidance, supervision and feedback.

Keywords: Teacher autonomy, delegation, decision-making, leadership, secondary schools.

Title: TO ASSESS THE LEVEL OF TEACHERS' AUTONOMY IN PERFORMING DELEGATED RESPONSIBILITIES IN PUBLIC SECONDARY SCHOOLS

Author: Neema A. Mwambungu, Onesmo Amos Damka, Francis F. Mgingo

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 4, October 2026 - December 2026

Page No: 240-250

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Website: www.researchpublish.com

Published Date: 24-October-2026

Abstract: This study was conducted to explore the factors hindering effective implementation of participatory leadership practices in public primary schools in Morogoro District Council, Tanzania. The study was guided by Likert’s Participative Leadership Theory and used a pragmatic research philosophy and convergent mixed-method approach. The population consisted of 1,060 teachers, 170 Heads of Schools and 31 Ward Education Officers. A sample of 117 respondents was selected, consisting of 91 teachers, 17 Heads of Schools and 9 Ward Education Officers. Quantitative data were collected using questionnaires and analyzed using descriptive statistics, while qualitative data were gathered through semi-structured interviews and documentary analysis and then analyzed thematically. Six main challenges were identified, namely the lack of time for consultation, heavy teacher workload, insufficient consideration of teachers’ views, poor communication between Heads of Schools and teachers, insufficient opportunities for teachers to participate in leadership responsibilities and lack of leadership support. Amongst these challenges, insufficient opportunities for participation had the highest mean score (M = 3.35, SD = 1.311) followed by lack of leadership support (M = 3.24, SD = 1.311), poor communication (M = 3.24, SD = 1.328), heavy teacher workload (M = 3.23, SD = 1.292), lack of consultation time (M = 3.21, SD = 1.304) and insufficient consideration of teachers’ views (M = 3.14, SD = 1.234). Findings from qualitative and documentary analysis indicated that all these challenges were interrelated and sustained by staffing problems, competing administrative tasks, inequitable distribution of leadership responsibilities and insufficient professional development. The study concluded that participative leadership practices in public primary schools were inhibited not so much by the absence of formal participatory arrangements as by the organizational environment surrounding their implementation. Thus, addressing staffing and workload planning issues, communication, consultation process, leadership development and fair distribution of leadership responsibilities would facilitate teacher participation.

Keywords: School leadership, Participatory leadership, participatory leadership practices.

Title: Factors Hindering Effective Implementation of Participatory Leadership Practices in Public Primary Schools: A Case of Morogoro District Council, Tanzania

Author: Jovina Mkuchu, Joseph Hokororo Ismail, Onesmo Amos Damka

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 4, October 2026 - December 2026

Page No: 229-239

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Published Date: 22-October-2026

Abstract: One of the important aspects in Education carrier that contributes to teachers’ professional development in schools including secondary school is instructional supervision. Instructional supervision is education is the processes of which…(9xx). This study focused on the assessing the influence of these instructional supervision on teachers' professional development in public secondary schools in Tanzania, taking Morogoro District Council as a case study. The study was guided by Transformational Leadership Theory  that was first formulated by Burns (1978) and further elaborated by Bass (1985). The theory describes the extent of leaders to motivate and support followers to improve their abilities and performance in a a teaching place Data were collected from secondary school teachers, Heads of Schools, and other educational stakeholders through questionnaires and interviews. The collected data was analyzed and integrated to give an overall picture of how instructional supervision contributes to teachers' professional development. The findings of the study revealed that instructional supervision significantly contributes to the enhancement of teachers' professional development. The study revealed that classroom observation enables the identification of the strengths and the areas requiring improvement of teachers' professional practice. Additionally, constructive feedback contributes to the improvement of teachers' pedagogical competencies. Instructional supervision also encourages reflective teaching, identifies teachers' professional development needs, encourages innovation in teaching, and facilitates continuous academic guidance. This study conclude that the Professional dialogue, mentoring, coaching, and follow-up further strengthen lesson preparation, instructional delivery, classroom management, professional motivation, and professional growth of teachers. Based on the study's conclusion, its recommended that educational authorities and Heads of secondary schools should enhance and institutionalize a continuous and developmental instructional supervision system in public secondary schools in Tanzania.

Keywords: Instructional supervision, teachers' professional development, classroom observation, constructive feedback, public secondary schools.

Title: THE INFLUENCE OF INSTRUCTIONAL SUPERVISION ON TEACHERS’ PROFESSIONAL DEVELOPMENT IN PUBLIC SECONDARY SCHOOLS IN MOROGORO DISTRICT COUNCIL, TANZANIA

Author: Aitwa Kyando, Joseph Hokororo Ismail, Maua Mpiza

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 4, October 2026 - December 2026

Page No: 220-228

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Published Date: 21-October-2026

Abstract: This paper assessed the influence of compensation packages on teachers’ job commitment in public secondary schools in Masasi District Council, Tanzania. The paper was guided by Self Determination Theory (SDT) proposed by Deci and Ryan while it adopted a convergent mixed method approach in its conduct. Data were collected through questionnaires and interviews from teachers and heads of schools respectively. The quantitative data were analyzed using descriptive statistics via SPSS version 20 while qualitative data were analyzed thematically. The findings revealed that compensation packages have an effect on job commitment of teachers in public secondary schools. Specifically, timely payment of salary, incentive schemes, improved compensation, financial security, salary level, and allowances have been established to contribute to the commitment of teachers to their job. Qualitative findings from Heads of Schools also support the view that appropriate compensation and welfare provision improve teachers' morale and motivate teachers and make them remain committed to their job. The paper concludes that compensation is important in improving job commitment of teachers. Therefore, ministry of education and local government should ensure timely payment of teachers' salaries and improved allowances, incentives, accommodation, healthcare and other welfare provisions.

Keywords: Compensation Packages, Teachers' Job Commitment, Teacher Motivation.

Title: INFLUENCE OF COMPENSATION PACKAGES ON TEACHERS’ JOB COMMITMENT IN PUBLIC SECONDARY SCHOOLS IN MASASI DISTRICT COUNCIL, TANZANIA

Author: Zakia Bakari, Peter Mramba, Regnald Lyamuya

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 4, October 2026 - December 2026

Page No: 211-219

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Published Date: 21-October-2026

Abstract: The purpose of the study was to assess the influence of Participative decision-making practices on teacher job morale in public secondary schools in Morogoro Municipality, Tanzania. The study was anchored on the Path-Goal Theory of Leadership and adopted a pragmatic research philosophy using a convergent mixed-methods approach. Data collection methods included questionnaires and interviews among teachers and Heads of School, respectively. The data were analyzed using descriptive and thematic analysis approaches. It was revealed that Participative decision-making practices positively influenced teacher job morale. The involvement of teachers in academic decision-making, policy formulation, academic planning, and collaborative problem-solving enhanced a sense of ownership, recognition, trust, responsibility, and commitment. Additionally, the findings revealed that the value of teachers' opinions by school management and the provision of meaningful participation opportunities in school decisions enhanced teacher motivation, commitment to teaching, job satisfaction, cooperation, and contribution towards school goals. Participative decision-making created an inclusive and supportive working environment, where teachers felt respected, recognized, and viewed as an important partner in school governance. The study concludes that Participative decision-making practices are vital in promoting teacher job morale in public secondary schools in Morogoro Municipality. Meaningful teacher participation in decisions affecting their professional responsibilities could enhance motivation, commitment, job satisfaction, and Participative relations between teachers and school administrators. The study recommends that school management should institutionalize Participative decision-making by involving teachers meaningfully in academic planning, policy formulation, problem-solving and other decisions affecting school activities to enhance teacher job morale.

Keywords: Participative decision-making, teacher job morale, participatory leadership, public secondary schools.

Title: The Influence of Participative Decision-Making Practices on Teacher Job Morale in Public Secondary Schools in Morogoro Municipality, Tanzania

Author: Patricia Bosco, Maua Mpiza, Joseph Hokororo

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 4, October 2026 - December 2026

Page No: 203-210

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Published Date: 21-October-2026

Abstract: This study sought to examine the effect of individualized consideration of head teachers on students' engagement in extracurricular activities in public primary schools in Morogoro Municipality, Tanzania. The study was guided by Transformational Leadership Theory and individualized consideration in particular. Individualized consideration refers to the recognition of individual needs and the provision of personalized assistance, guidance, mentorship and developmental opportunities. Pragmatism research philosophy and mixed methods were adopted in order to collect both quantitative and qualitative data. The study involved 218 respondents: 196 teachers and 22 head teachers. Data were collected through distribution of questionnaires among teachers and interviews with head teachers. Quantitative data were analyzed using descriptive statistics while qualitative data – thematically. It has been found out that individualized consideration of head teachers has a positive effect on students' engagement in extracurricular activities. Head teachers consider individual needs of learners in organizing activities, provide guidance and mentorship, assure equal opportunity for participation, listen to the suggestions of teachers and students and adapt activities according to the individual interests and abilities of learners. Moreover, it has been found out that head teachers support teachers responsible for extracurricular programs, provide resources needed, promote continuous improvement and long-term planning in order to make sure that the programs are sustainable. Findings of interviews have confirmed these results. Head teachers pay attention to recognition of students' talents and interests, individualized guidance, communication, teacher support, resource mobilization and program planning. Thus, the study has revealed that individualized consideration creates a favorable environment for the engagement of students in extracurricular activities. Recommendations of this study include the need for head teachers to pay special attention to individualized guidance, recognition of talents and interests of learners, equality in participation opportunities and extracurricular programs support.

Keywords: Individualized consideration; head teachers; students' engagement; extracurricular activities; transformational leadership; public primary schools.

Title: THE EXPLORATION OF HOW HEAD TEACHERS’ INDIVIDUALIZED CONSIDERATION INFLUENCES STUDENTS’ ENGAGEMENT IN EXTRACURRICULAR ACTIVITIES IN PUBLIC PRIMARY SCHOOLS IN MOROGORO MUNICIPALITY, TANZANIA

Author: Richard S.Bilingi, Maua Mpiza, Wadrine Maro

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 4, October 2026 - December 2026

Page No: 196-202

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Published Date: 21-October-2026