Asian Journal of Education and Social Studies

This study investigated the influence of guardianship on student attendance patterns in public secondary schools in Morogoro Municipality, Tanzania. Despite government initiatives such as the Free Basic Education Policy, irregular attendance persists, with adolescent guardianship emerging as a critical factor. Anchored in Albert Bandura’s Social Learning Theory, the study examined how modeling, observation, and reinforcement by guardians shape adolescents’ commitment to schooling. A convergent mixed-methods design was employed, targeting a population of 400, from which a sample of 40 respondents (30 teachers and 10 parents) was drawn using stratified, purposive, and random sampling techniques. Data were collected through questionnaires and interviews, analyzed using descriptive statistics and thematic analysis, and validated with a Cronbach’s alpha of 0.847. Ethical considerations, including informed consent, confidentiality, voluntary participation, and adherence to research ethics guidelines, were strictly observed. Findings revealed that effective guardian–school communication, provision of basic needs, counseling services, and parental participation positively influence attendance. Conversely, inadequate meals, inconsistent provision of learning materials, and socio-economic barriers hinder regular attendance. The study concludes that guardianship plays a central role in promoting supportive environments, enhancing student engagement, and reinforcing positive attendance behaviors. Recommendations include strengthening school–gardian partnerships, ensuring consistent provision of meals and learning resources, expanding counseling services, promoting flexible parental engagement, and supporting teacher professional development to enhance student-centered practices.