The Influence of Community Support on Teaching Staff’s Job Performance in Tanzania's Remote Schools: A Thread of Evidence from Muleba District Council
DOI:
https://doi.org/10.59645/abr.v17i2.681Abstract
This study examined the influence of community support on the job performance of teaching staff in remote schools within Muleba District Council, Tanzania, grounded in both Social Capital Theory and Pragmatism philosophy. Social Capital Theory suggests that community networks, relationships, and local support systems contribute significantly to organizational success and individual performance, particularly in settings where resources are limited. In this context, community involvement comprising contributions from parents, local leaders, and organizations is seen as a critical factor in enhancing educational success and supporting teachers’ motivation and effectiveness. Pragmatism as a guiding research philosophy emphasizes mixed data for practical solutions and actionable insights, aligning with the study’s goal of generating real-world applications and recommendations for fostering community engagement in educational settings. This research addresses the often inconsistent or absent community engagement in remote and resource-limited areas. A mixed methods approach was employed, gathering data from 81 participants through structured surveys completed by 73 teachers and in-depth interviews conducted with 8 participants, including 6 school heads and 2 ward education officers were involved. Quantitative data were analyzed using descriptive statistics and regression analysis, while qualitative data were thematically analyzed to capture the perspectives and experiences of educators and administrators. The findings reveal that teachers working in schools with active community involvement report higher levels of job satisfaction, motivation, and improved performance in areas such as classroom management and student engagement. Conversely, limited community support is associated with increased stress, decreased morale, and higher absenteeism and turnover among teachers. These results highlight the practical value of fostering strong community school partnerships as a pragmatic solution to enhance educational outcomes in remote regions. This study recommends that policymakers, community leaders, and educational stakeholders strengthen community involvement through targeted engagement strategies and supportive policies.
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