Factors Associated with Student Dropout in Public Secondary Schools in Songwe District, Tanzania
Jemaida Alfredy Mgaya *
Department of Educational Administration, Planning and Policy Studies, The Open University of Tanzania, Dar es Salaam, Tanzania.
Goodluck Moshi
Department of Educational Administration, Planning and Policy Studies, The Open University of Tanzania, Dar es Salaam, Tanzania.
Zamzam Nyandara
Department of Educational Administration, Planning and Policy Studies, The Open University of Tanzania, Dar es Salaam, Tanzania.
*Author to whom correspondence should be addressed.
Abstract
Student dropout remains a concern in secondary education because it interrupts educational progression and may limit students’ opportunities for further education and future livelihoods. This study analysed the factors associated with student dropout in public secondary schools in Songwe District, Tanzania, drawing on the Socio-Ecological Model and the Transformational Leadership Theory. The study was guided by an interpretivist paradigm and adopted a qualitative approach using a single-case study design. Data were collected from 59 participants comprising five school heads, 39 classroom teachers, five academic teachers, five Ward Education Officers, and five Village Executive Officers. Participants were purposively selected from five public secondary schools and their surrounding administrative areas. Data were generated through semi-structured interviews, focus group discussions, and documentary review and were analysed thematically. The findings indicated that student dropout was associated with interconnected factors operating across family, student, school and community contexts. Family and community-related factors included poverty and inability to meet school necessities, students’ involvement in agriculture, mining, fishing and other socio-economic activities, domestic responsibilities, negative perceptions of education, early and forced marriage, and parental separation or death. Student-related factors included loss of interest and motivation, early pregnancy and peer influence. School-related factors included long distances between homes and schools and poor learning environments characterised by inadequate infrastructure, learning materials and other facilities. Participants also linked weak teacher–student relationships, harsh disciplinary practices and declining academic engagement with students’ decisions to leave school. The study concludes that dropout in Songwe District was a multidimensional phenomenon shaped by interacting household, individual, school and community conditions rather than by a single factor. The study recommends strengthening early identification and support for at-risk students, improving school environments, enhancing parent and community engagement, addressing economic and gender-related barriers, and strengthening collaboration among schools, education authorities and local communities to support student retention.
Keywords: Student dropout, public secondary schools, school retention, socio-economic factors, household poverty, school environment, early pregnancy, educational participation, socio-ecological model