Article Number: DRJEVS86299674
ISSN: 2734-2174

Vol. 4(4) Pp. 131-143 June 2022

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Creative Commons Attribution License 4.0.

Original Research Article

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

Gloria Living

Laison Kaganga


The goal of this study was to look at how income-generating activities affect the teaching and learning environment at public secondary schools in Moshi Municipality, Tanzania’s Kilimanjaro Region. 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 145 participants for data collection. In addition, key informants such as school principals and ward Education Officers were chosen using a purposive sample technique (WEOs). Interviews, questionnaires, and documentary reviews were used to gather information. 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 of the information supplied. With the help of SPSS, quantitative data was evaluated using descriptive statistics (Statistical Package for Social Sciences). Tables, graphs, and charts were also used to present the findings. Furthermore, qualitative data was evaluated using theme analysis, with the results being incorporated into the debate as quotations and narratives. Shops, vegetable gardening, crop farming, horticulture, and canteens are among the income-generating activities done in public schools, according to the report. Income Generating Activities (IGAs) were found to contribute favorably to the development of the teaching and learning environment, but no effective policy to govern their use in public secondary schools was established. The findings revealed that IGAs aid in the upkeep of school infrastructure and the development of teacher working conditions. Policymakers should establish effective policies to manage IGAs in public secondary schools, according to the researcher. In addition, school leaders, teachers, and students should be taught how to use IGAs effectively to improve the teaching and learning environment.

Keywords: Income Generating Activities, Public Secondary Schools and Teaching and Learning Environment

 Received: April 24, 2022  Accepted: May 28, 2022  Published: June 8, 2022

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