International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Private School Management Practices and Students’ Academic Performance in Iringa Region, Tanzania: A Qualitative Study of Catholic-Owned Secondary Schools

Author(s) Mr. Francis Samwel Mwilafii, Prof. Cosmas Myanyiy, Dr. Theresia Shavega
Country Tanzania
Abstract This study explored how private school management practices influence students’ academic performance in selected Catholic-owned secondary schools in Iringa Region, Tanzania. The study adopted a qualitative multiple-case study design involving four Catholic-owned secondary schools located in three districts of Iringa Region. A total of 63 participants were purposively and criterion-based selected, comprising school managers, heads of schools, academic masters/mistresses, school accountants, education officers, quality assurance officers, students, school board members, and parent representatives. Data were collected through semi-structured interviews, focus group discussions, documentary review, and non-participant observation, and were analysed thematically through within-case and cross-case analysis. The findings indicate that academic performance was shaped by interconnected management practices, particularly participatory school management, instructional supervision and academic follow-up, teacher commitment and motivation, structured academic routines and continuous assessment, supportive learning environments, and student and stakeholder participation. Effective management was found to extend beyond routine administration by creating organisational conditions that encouraged teacher commitment, student responsibility, accountability, and sustained attention to teaching and learning. The study concludes that strengthening instructional leadership, teacher management, academic monitoring, resource allocation, and stakeholder participation can contribute to improved academic performance in Catholic-owned secondary schools.
Keywords Private school management, School leadership, Academic performance, Instructional supervision, Teacher motivation, Catholic-owned secondary schools, Tanzania
Published In Volume 8, Issue 5, September-October 2026
Published On 2026-10-17
DOI https://doi.org/10.36948/ijfmr.2026.v08i05.87556
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