Hindrances on Implementation of the 2014 Education Policy on Parental Involvement in Ward Schools in Rukwa Region, Tanzania

Abstract

This study identified the challenges of implementation of parental involvement in schools in Rukwa region - Tanzania, in the light of the 2014 education policy.  The 2014 education policyguidelines insisted that parents take more active part in the major decisions for running public schools and to monitor the implementation of the policy. This had raised questions and debate about its implementation besides contrary findings on involving parents in Tanzania through policies. There were flurry challenges of involving parents in Rukwa region. Concurrent parallel mixed methods design was employed through interview guides and questionnaires. The study involved 365 participants. Quantitative data was analyzed by descriptive and inferential statistics and qualitative data by transcriptions, coding, categorizing themes and summarizing responses. The study discovered that the main hindrances to parental involvement in the schools were parents' low value of education, their negative attitudes towards involvement in schools and inappropriate government approach to policy implementation. The study raised some policy implications.