The Extent to Which Teachers Are Applying the Shared Decision-Making Strategy to Enhance Retention of Children under Complementary Basic Education in Tanzania in Selected Districts of Mara Region

Abstract

The study investigates the extensiveness of teachers in applying a shared decision-making strategy to enhance the retention of children under Complementary Basic Education in Tanzania (COBET) in selected Districts in the Mara Region. The study was guided by one research question. A convergent design using a mixed method was used to examine the problem in question. The study targeted a population of 99 COBET centres, 99 head teachers, 133 teachers, and 898 children. The sample comprised 30 centres, 14 head teachers, 54 teachers, and 90 children, totalling 158 participants selected through probability and non-probability sampling. Data was collected using questionnaires, interviews, and focus group discussions. The validity of the instruments was assured by educational experts, and the questionnaire's reliability was tested using Cronbach's Alpha (0.802). Qualitative reliability was assessed through peer review and triangulation. Descriptive and inferential statistics, including an independent t-test at 0.05 significance, were used to analyze the quantitative data, while qualitative data was thematically analyzed. The study found that teachers, to a large extent, employed a shared decision-making strategy by collaborating with children and sharing information and responsibilities to promote a sense of belonging but with minimal parental involvement. The study concludes that a shared decision-making strategy was used by teachers to enhance retention despite the minimal involvement of parents in their children's education. The school committees should support the efforts done by teachers on the use of a shared decision-making strategy by expanding the annual budget for the programme to enhance the retention of children under COBET.