School-based Practices Contributing to Students’ Attendance in Public Day Secondary Schools in Mvomero District, Tanzania
Flora Angelus Huka *
Jordan University College, Morogoro, Tanzania and Constituent College of St. Augustine University of Tanzania, P.O. Box 1878, Morogoro, Tanzania.
Eugenia Lucas Wandela
Jordan University College, Morogoro, Tanzania and Constituent College of St. Augustine University of Tanzania, P.O. Box 1878, Morogoro, Tanzania.
Francis Magingo
Jordan University College, Morogoro, Tanzania and Constituent College of St. Augustine University of Tanzania, P.O. Box 1878, Morogoro, Tanzania.
*Author to whom correspondence should be addressed.
Abstract
Regular school attendance supports students’ participation in learning, yet absenteeism remains a concern in public secondary schools. This study examined school-based practices that contribute to students’ attendance in public day secondary schools in Mvomero District, Tanzania. Guided by Travis Hirschi’s Social Bond Theory, the study employed a mixed-methods approach using a convergent research design. A total of 250 respondents participated in the study. The respondents comprised teachers responsible for attendance, heads of schools and students (class representatives) from 10 public day secondary schools. Quantitative data from structured questionnaires were analysed using SPSS version 20 to generate frequencies, percentages and mean scores. Qualitative data from interviews and focus group discussions were analysed using deductive content analysis. The findings indicated that several school-based practices were perceived to support students’ attendance. These included routine attendance monitoring, record-keeping, positive teacher–student relationships, learner-centred classroom practices, and guidance and counselling. School feeding programmes and co-curricular activities also emerged as practices perceived to support attendance. However, parental monitoring, follow-up of students with persistent absenteeism, and collaboration between schools and parents were rated less favourably. The study recommended strengthening support from school leaders and teachers, promoting a favourable school environment, and improving collaboration between schools and parents to support students’ attendance.
Keywords: Student attendance, school practices, public secondary schools, school feeding programmes, parental involvement