The role of school leadership in retention of girls in school: a case study of one public primary school in Morogoro region Tanzania

Date of Award


Document Type


Degree Name

Master of Education (MEd)

First Supervisor/Advisor

Dr. Angelina Bijura


Institute for Educational Development, East Africa


The increased enrolment of girls in primary schools has been a tremendous step in improving girls’ access to education in Tanzania. However, the rate at which girls leave primary school before completion seems to be very high. This study explored the role of school leadership in retention of girls in one public primary school in Morogoro region in Tanzania. A case study design and purposive sampling technique was used in this study. Semi structured interviews, focus group discussions and document analysis were used to collect qualitative data for this study. A head teacher, two class teachers of grade five and six classes, six girls from grade five and six classes, a representative from pupil government, a school matron, one school committee member, two out of school girls, and two parents of out of school girls participated in this study. The findings revealed that that there are factors that affect girls retention in school. The factors revealed in this study are parents’ low income, early marriage, pregnancy, grade repetition and farming activities. The findings also show that school leadership use parents meetings, provide guidance and counselling services to girls’ pupils, make close follow- ups, create favourable environment and involve stakeholders as strategies to retain girls in the school. The findings of this study found that lack of clear policy on girls’ education and retention strategies, low teachers morale and lack of pre-service and in-service training to school leaders as challenges that faces the school leadership in retaining girls in the school. On the basis of the findings of this study it is suggested that the Ministry of Education and Vocational Training formulate clear policy on retention of girls in primary schools. The study also recommends a review of the policy on grade repetition and re-entry for girls to help retention of girls in primary schools.

This document is available in the relevant AKU library