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.
TopTheoretical Framework
This study was guided by the theory of Overlapping spheres of influence developed by Joyce L. Epstein in 1987.The theory hold that the external structure of theoretical model of overlapping spheres of influence shows a pictorial of the major three spheres representing family, community and school which students learn and grow that may be pushed together or apart by different forces; time, characteristics, attitudes, interactions, philosophies and practices of a family and those of a school and community. The model locates students at the centre and recognizes they are active and main actors in their education in schools. School-Family-Community Partnerships may be designed to engage, guide and motivate students to perform better. The theory presents an assumption that if children feel cared for and encouraged to work hard by family, community and teachers, they are more likely to perform better in learning how to read, write, calculate and use their talents effectively. Thus, the theory emphasizes on the reciprocity of among teachers, student and family relationship (Sanders & Epstein, 2005; Deslandes, 2001; Epstein, 2011).
It was through time dedicated to help students, practices by school, family and teachers attitudes and community and teachers philosophy over education matters. When schools partner with families they pull two main overlapping spheres of influence which is very important to student success (Long, 2010).
Key Terms in this Chapter
Community: A group which share geography, tradition, culture, class, law, and race.
Secondary Education: Is a post-primary formal education offered to a person who will have successfully completed seven years of primary education and have met the requisite entry requisite.
School-Family-Community Partnerships: Refers to collaboration between school, family and community including parenting, communicating, volunteering, learning at home, and decision making and collaborating with the community.
School: Is an institution provides education or learning service to children.
Achievement: Refers to student successful performances include academic performance, regular attendance, discipline, and morality.
Public Secondary Schools: Are schools that are managed, maintained, and funded by the government.
Family: A group of individuals who relate either by marriage or blood background.