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School-Family-Community Partnerships and Their Influence on Student Achievement in Public Secondary Schools in Ilemela Municipality, Tanzania
Abstract
In Tanzania, public secondary schools, family, and community partnerships are considered to be low and students' performance in academic and discipline continues to be poor. The objective of this study was to investigate whether school-family-community partnerships in public secondary schools influence students' achievement in Ilemela Municipal. The study employed mixed research methods where questionnaires and interview were used to collect data. The total sample size was 141. Descriptive statistics analysis and thematic analysis was used, and the findings revealed that partnerships have great influence on students' achievement. The study recommends that the Ministry of Education and Vocational Training make policy reforms to encourage a national wide involvement of families and community in school development activities to ensure quality provision of education which will enhance best socio-economic returns.
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