Heads of Schools' Coordination of Co-Curricular Activities Strategy in Promoting Climate Change Mitigation Practices in Public Secondary Schools in Kilimanjaro Region, Tanzania.

Abstract

This study examined the heads of schools' coordination of co-curricular activities strategy in promoting climate change mitigation practices in public secondary schools in Kilimanjaro Region, Tanzania. Guided by Stapp's (1969) Environmental Education Theory, the study adopted a convergent mixed-methods design. The target population comprised 105,450 students across 249 public secondary schools. A sample of 400 students from 25 schools was selected using proportionate stratified random sampling. Data were collected through questionnaires, a document analysis guide, and an observation guide. Four experts established instrument validity, while the students' questionnaire achieved a Cronbach’s alpha coefficient of 0.837. Peer debriefing, an audit trail, and triangulation enhanced trustworthiness. Quantitative data were analysed descriptively, while qualitative data were analysed thematically. The study followed ethical principles, including obtaining research permits, informed consent, and acknowledgement of sources. The findings revealed that heads of school's coordination promoted climate change mitigation practices by supporting environmental clubs' activities, such as connecting students with environmental organisations and providing opportunities for practical environmental engagement. However, some schools had inactive environmental clubs, fragmented documentation, and inconsistent activities, limiting students' sustained participation in mitigation practices. The study concludes that effective coordination of co-curricular activities can strengthen students' engagement in climate change mitigation. However, consistent implementation, systematic documentation, and sustained institutional support are necessary to translate participation opportunities into lasting environmental practices.