School Management Strategies for Promoting Non-Academic Talents Among Public Primary Pupils in Muleba District, Tanzania
Keywords:
School management, promote, talents, non-academic talent, initiativeAbstract
The current study envisioned to explore school management strategies for promoting primary pupils’ non-academic talents in Muleba District, Tanzania. By using an interpretivism philosophy, the study employed a qualitative research approach with a single case study design. A total of 42 participants including teachers, pupils, head teachers, sport teachers, district primary education officer and District cultural officer were purposively, conveniently, and criterion sampled. Data collection methods comprised semi-structured interviews, focus group discussions, observations, and document reviews. The data were thematically analyzed to identify key themes and sub-themes consistent with the study objectives. The findings show that school management employs several strategies to promote non-academic talents among pupils. These include organizing talent days, purchasing relevant equipment, conducting intra-school competitions, assigning talented pupils special responsibilities, educating learners on the importance of non-academic talents, supporting participation in UMITASHUMITA competitions, providing teacher training, and using social media to showcase pupils’ talents. Despite these efforts, the study found several challenges that hinder the effectiveness of such strategies. These include limited time allocated for non-academic activities, inadequate follow-up for talented pupils after competitions, low prioritization of non-academic talents by both the government and parents, insufficient teacher training in talent development and a lack of resources and infrastructure. In conclusion, while schools show genuine commitment to nurturing non-academic talents, systemic challenges continue to impede the full development of pupils’ potential. The study recommends that schools and policymakers increase time allocation for talent-related activities, strengthen mentorship and follow-up programs, enhance teacher training, improve the provision of resources, and promote equal recognition of non-academic talents within the education system to foster holistic learner development.
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