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Parental involvement towards improving students retention in community secondary school: A case of Dodoma Municipality, Tanzania
(St John's University of Tanzania, 2014-09-30) Sekule, Mhangwa
The study investigated parental involvement on improving students‟ retention in Community Secondary schools (CSS) in Dodoma Municipality, Tanzania. A total of 112 respondents were selected that included 60 students, 30 parents, 16 class teachers, 4 school heads (HoS) and 2 District Secondary Education Officer (DSEOs). Data were collected through questionnaires interview and documentary review then analyzed both qualitatively and quantitatively with support of Statistical Package of Social Sciences (SPSS) version 16.0. The study found that, provision of basic school requirements, restriction on peer groups, provision of basic needs and living peacefully at home were some ways for parental involvement for students‟ retentions in CSS. Furthermore, the study found that poor community support to CSSs, inadequate support from local government authority and poverty were some challenges facing CSSs. Finally, it was recommended that, intensive and sustainable co-operation among parents, teachers, community, government, private sector and individuals at large should work together on improvement of CSSs for quality education and life prosperity of future generations.