Primary School Autonomy and Collective Action in School Committees in Arusha City and Iringa District

Abstract

This paper examines the relationship between school autonomy (SA) and
collective action in primary school committees (CASC) in Arusha City and
Iringa District.. The study employed a mixed-methods research approach
with a combination of cross-sectional and case study research designs.
Results in simple linear regression model supported the assumption that
SA is related to CASC in Arusha City (0.306, p<0.01) and Iringa district
(0.292, p<0.01). SA was also important in the multiple regression model
in both Arusha city (0.226, p<0.01) and Iringa district (0.232, p<0.01)
together with membership experience as a control variable in Arusha
(0.226, p<0.01) and Iringa (0.232, p<0.01). Therefore, the study has
implication for school autonomy reforms, particularly the criteria for
school committee membership.
Keywords: collaboration, parents, public goods, school committee
membership,