Implementing Infrastructure Maintenance Guidelines to Sustain Education Quality in public Primary Schools in Babati District: Headteachers’ Perspectives

Francis Edward & Milka Otieno
St John’s University of Tanzania
Email: fgeffi2@gmail.com

Abstract: This study aimed to explore headteachers’ perspectives on the implementation of school infrastructure maintenance guidelines in public primary schools within Babati District, Tanzania. Grounded in the Resource-Based Theory (RBT), which views school infrastructure as strategic resources essential for educational quality, the research examined how effective management of these resources impacts institutional performance. A mixed-methods design was employed, involving qualitative interviews with six headteachers and two School Quality Assurance Officers (SQAOs) and quantitative surveys administered to 240 students. Findings revealed persistent inadequacies in school infrastructure, including overcrowded classrooms, poor sanitation, and limited accessibility for learners with disabilities. Maintenance practices were largely reactive and constrained by insufficient and delayed funding, diminishing community participation due to misconceptions about the Free Education Policy, and a shortage of skilled artisans. Despite leveraging multi-source funding and participatory strategies such as the force account model, schools faced challenges in sustaining infrastructure quality and usability. The study concludes that while maintenance guidelines provide a valuable framework, systemic funding and capacity gaps hinder effective implementation, threatening both safety and learning outcomes. Recommendations include increasing and timely disbursement of capitation grants earmarked for maintenance, adopting preventive maintenance schedules, strengthening technical support through training of local artisans, and revitalizing community engagement via sensitization campaigns. Institutionalizing regular monitoring by the School Quality Assurance Department and promoting infrastructure accessibility through universal design principles are also advocated. Implementing these measures will enhance infrastructure sustainability and foster equitable access to quality education in Babati District.