School-based Factors Explaining Poor Academic Performance of Primary School Pupils in Lushoto District, Tanzania

Abstract

Abstract
A study was undertaken to establish why several primary schools in Lushoto
district, in Tanzania were experiencing poorest academic performance
across years in the country. Literature was yet to empirically establish
the issues which could explain what was transpiring in the schools.
Therefore, it was important to undertake explanatory mixed methods
research that involved administering questionnaires to heads of schools,
reviewing pupils’ records, interviewing Ward Educational Officers, and
holding discussions with selected teachers. The study found out that poor
academic performance among Lushoto primary schools is due to weak
school leadership, imbalanced allocation of teachers, poor management
of learning time and inadequate infrastructure. It is recommended, among
others, that education managers in Lushoto should take measures which
target improvement around each factor.
Keywords: primary education, school leadership, school infrastructure,
Tanzania.