The Perception of School Management Committees in Monitoring the Implementation of Universal Primary Education in Singida Municipality, Tanzania

Abstract

Understanding the perceptions of School Management Committees (SMCs) regarding their role in monitoring the implementation of Universal Primary Education (UPE) is crucial for assessing their effectiveness in school management. Guided by Social Exchange Theory, this study examined the perceptions of SMCs in monitoring UPE implementation in Singida Municipality, Tanzania. A pragmatism research philosophy, mixed-methods approach, and descriptive research design were employed. Data were collected from 160 respondents through questionnaires and interviews. Findings revealed that SMC members generally held positive perceptions of their monitoring roles in UPE implementation. SMCs contributed by participating in school planning, supporting infrastructure development, and ensuring the supply of instructional materials. However, the study also found that some SMC members were unaware of their authority, while others who were aware lacked the capacity to exercise it effectively, resulting in inefficiencies. The study recommends that the government, in collaboration with non-governmental organizations and local education authorities, invest in regular and comprehensive training programs for SMC members. Such training should focus on educational governance, financial management, policy implementation, and stakeholder collaboration to enhance the capacity of SMCs in effectively monitoring UPE.

Keywords: School Committee, Universal Primary Education, Monitoring Roles.

DOI: 10.7176/JEP/16-6-12

Publication date: June 30^th 2025