Extent of Ward Schools' Compliance with the 2014 Education Policy Guidelines on Parental Involvement in Rukwa Region, Tanzania

Abstract

This study intended to assess the implementation of parental involvement inward schools in Rukwa region - Tanzania, based on the 2014 education policy. Tanzania's government   has introduced education policy, requiring more active parental   involvement in decisions and in resolutions for school development for ensuring their legitimation, financial accountability and to initiate voluntary contributions needed in schools. These roles invited questions for their implementation, being   the first-time parental involvement was amplified in Tanzania, while there were challenges of parents' involvement in Rukwa region and contrary findings on parents' involvement.  Concurrent parallel mixed methods design was employed using interview guides and questionnaires to 365 participants.  The instruments were validated by five experts from MWEOAU faculty of education. Reliability was done by Cronbach alpha test for quantitative data but for qualitative data, conformability, credibility; dependability and transferability were ascertained. Quantitative data was analyzed by descriptive and inferential statistics and qualitative data through transcriptions, coding, categorizing themes and summarizing responses. The study found low extent of compliance with policy guidelines in ward schools. The study recommends to take concerted but professional action to mobilize parents to support the schools and school heads and teachers to adhere to the policy guidelines for adequate policy implementation.