Exploring Factors Limiting Girls’ Participation in Primary School Education: A Case of Sumbawanga District, Tanzania

Abstract

The study employed a mixed-methods research approach and specifically a cross-sectional survey design. Purposive and simple random sampling techniques were used in selecting 114 respondents and 10 public primary schools. The sample comprised head teachers, other teachers, school management committee (SMC) chairpersons, ward education co-ordinators (WEC), district education officer (DEO), faith-based organizations(FBOs) and non-governmental organizations(NGOs), parents, and pupils in school. Data were collected through questionnaires, interview schedules, documentary review and focus group discussions (FGDs). Qualitative data was subjected to thematic analysis to develop common themes, while quantitative data was analysed descriptively by using the Statistical Package for the Social Sciences (SPSS) version20. The study established that the main factors that limited girls’ full participation in schools were orphan hood due to loss of parents, poverty, school factors, domestic activities and parental preferences given to male children in education. Based on the results, the study suggests that the government should promptly remove these barriers by implementing comprehensive educational initiatives to address prejudices and promote girls' education.