Contribution of Income Generating Activities on Teaching and Learning Environment in Public Secondary Schools in Moshi Municipality, Tanzania

Abstract

The goal of this study was to seek for the contribution of income-generating activities on teaching and learning environment in public secondary schools in Moshi Municipality, Kilimanjaro Region in Tanzania. To get data, the study was led by Innovation theory and a mixed research approach using a convergent parallel research design. In addition, a simple random sampling procedure was used to get a sample size of 141 participants from teachers and students to provide data. key informants such as 4 school principals and 2 Ward Education Officers were selected using a purposive sampling technique making a total of 147 participants for the study. Interviews, questionnaires, observation and documentary reviews were used to gather information. Also, for qualitative instruments reliability was assessed using triangulation and member checking while quantitative instruments, reliability was tested using the split-half approach. The researchers protected the participants’ anonymity, privacy and safety by ensuring the confidentiality for the information supplied. With the help of the Statistical Package for Social Sciences (SPSS), quantitative data was evaluated using descriptive statistics. Tables, graphs and charts were also used to present the findings. Furthermore, qualitative data was evaluated through thematic analysis with the results being incorporated into the debate as quotations and narratives. The findings for the study revealed that shops, stationery, poultry farming, crop farming, horticulture and canteens as the income-generating activities practiced in public secondary schools in Moshi. Income Generating Activities (IGAs) were found to contribute favorably to the development of the teaching and learning environment, however there was no effective policy that govern its usage in public secondary schools. The findings also revealed that IGAs aid in the upkeeping of school infrastructure and the development of teachers working condition. The researcher recommended that policymakers should establish effective policies to manage IGAs in public secondary schools. In addition, school leaders, ward education officers, teachers and students should be taught how to use IGAs effectively to improve the teaching and learning environment.