Stakeholders’ Views on Disadvantaged Families’ Involvement and Its Implications on Children’s Engagements in Primary Schools in Tanzania
AbstractThis paper examines the perceptions of stakeholders on disadvantaged families’ involvement in school activities and how this influences children’s engagements in primary schools of Tanzania. The informants for this study were parents/guardians (families), pupils, dropouts and Educational Officers. The study employed qualitative research methodology. In particular, the study uses multiple case study design that covered six schools in two Regions of Tanzania. The study findings confirm that low involvement of parents in school activities invariably affected engagement of children in school. The paper concludes with strategies on how parental involvement could be improved to enhance pupils’ engagement with primary school.
LWATI: A Journal of Contemporary Research, 9(1), 35-55, 2012
Copyright for articles published in this journal is retained by the journal.
The journal content is distributed under the terms of the Creative Commons License [CC BY-NC-ND 4.0] http://creativecommons.org/licenses/by-nc-nd/4.0