Contribution of School Income Generating Projects on Teaching and Learning Process in Secondary Schools at Ngara District in Kagera Region, Tanzania

Eliazary Obadia *

Department of Education Foundations, Saint Augustine University of Tanzania, Mwanza, Tanzania.

Michaela Mhagama

Department of Education Foundations, Saint Augustine University of Tanzania, Mwanza, Tanzania.

*Author to whom correspondence should be addressed.


Abstract

This study assessed the contribution of School Income Generating Projects on teaching and learning process in Secondary Schools at Ngara District in Kagera region, Tanzania. The objectives of the study were to: examine how the available income-generating projects contribute to teaching and learning process and toexplore the challenges heads of school face in managing income generating projects in secondary. Resources Dependency Theory was used to emphasiseschool as an organization to have internal sources of income. The study employed mixed research to avoid the bias of using one approach and respective convergent parallel research design. Piloting was conducted to ensure the validity and reliability of the research instruments. Respondents of the study were 1 District secondary educational officer, 4 Ward educational officer 4 Head of school 75 teachers and 95 students. Interview guide was used to gather information from  District secondary educational officer, Ward educational officer and Head of school; questionnaires were used to obtain the data from teachers and students while observation was used by the researcher to observe the available income generating project. The findings  showed that the income generating activities available do not contribute to the teaching and learning process as there is unsatisfactory results in2019 division four was 51%, while division zero was 23.7%, in 2020 division four was 56% while division zero was 7% in 2021 division four was 65% while division zero was 5% .The study recommends that the policy maker integrate the implementation of IGP in school to free education policy to emphasize its implementation and management with effective learning process. Also, the local government should provide knowledge and skills to school heads on how to initiate and manage IGP. Furthermore, school heads should involve all staff members in initiation and management.

Keywords: School income generating projects, teaching and learning process, secondary schools


How to Cite

Obadia, E., & Mhagama, M. (2022). Contribution of School Income Generating Projects on Teaching and Learning Process in Secondary Schools at Ngara District in Kagera Region, Tanzania. Asian Journal of Education and Social Studies, 34(4), 10–23. https://doi.org/10.9734/ajess/2022/v34i4740

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