ADEQUACY OF SCHOOL FACILITIES FOR EFFECTIVE TEACHING AND LEARNING IN PUBLIC SECONDARY SCHOOLS IN HAI DISTRICT COUNCIL, TANZANIA

Abstract

This study evaluated the adequacy of school facilities for effective teaching and learning in public secondary schools in Hai District, Tanzania. It was guided by the Input-Process-Output (IPO) model, which draws on General Systems Theory developed by Ludwig von Bertalanffy. The study used a convergent design under a mixed-methods approach. The target population was 1,551 people: heads of schools, Internal Quality Assurance Teachers, students and an External Quality Assurance Officer in Hai District Council. Probability and non-probability sampling techniques were used to select 323 respondents: 306 students, 10 Internal Quality Assurance Teachers, 6 heads of schools and 1 External Quality Assurance Officer. Data were collected using questionnaires, interview guides, observation checklists and document reviews. Education experts reviewed the instruments for validity, and the instruments were pilot-tested in schools that were not part of the main study. The reliability of the quantitative instruments was established using Cronbach’s alpha coefficient. The trustworthiness of the qualitative data was ensured through triangulation, member checking and an audit trail. Quantitative data were analysed using descriptive statistics (frequencies, percentages and means). Qualitative data were analysed thematically and presented in narrative form, supported by direct quotations. The study found that public secondary schools in Hai District generally have adequate classrooms, desks and chairs, writing boards, libraries, laboratories, playgrounds and sports facilities (grand mean = 3.79). However, library space and digital resources were only moderately adequate (M = 3.49), and rising enrolment, shared laboratory equipment and books, and worn furniture strained adequacy. The study concluded that the schools meet basic adequacy standards, but that targeted improvements in maintenance, resource provision and facility management are needed. The study recommended that the government allocate funds for facilities in proportion to enrolment, giving priority to library digital resources, laboratory equipment and desks, and that heads of schools put in place routine maintenance plans.