Abstract: The study explored the challenges encountered by school administration in promoting students’ discipline in public secondary schools in Itilima District Council. The study employed Theory X by Douglas McGregrory (1960). The study employed a mixed method research approach with a convergent parallel design. The population was 483 teachers and 33 heads of schools. The sample size was 75 teachers. Purposive sampling and total population sampling were used to obtain respondents for the study. Data was collected through interviews and questionnaire guides, and were analyzed thematically and statistically. Research ethics were considered before, during, and after data collection. The study showed challenges faced by school administration in promoting students’ discipline, it includes students ignoring teachers’ instructions, lack of stakeholder involvement, and limited resources. The study concluded that school counselors are very much needed to always offer guidance and counselling in order to develop students’ positive behavior. The study recommended that school administration should use different strategies in shaping students’ behavior and avoid using the same strategy repeatedly, as this might lead to an increase in negative behavior.

Abstract: The study purposed to assess the influence of school boards on the management and administration of public secondary schools in Arusha district. Specifically, the study aimed to: assessed the effectiveness of school boards and investigated strategies for improving school board participation. Democratic governance theory guided the study. A mixed-methods approach with a convergent design was used. A total of 937 individuals including 778 teachers, 39 heads of schools and 120 school board members were targeted. A sample of 90 respondents was selected. Data were collected using questionnaires for teachers and school board members and interview guides for heads of schools. Descriptive statistics and thematic analysis were used to analyze the quantitative and qualitative data respectively. Three experts in education management and administration validated the instruments. Results of reliability testing by Split half method indicated that the reliability coefficient for teachers’ questionnaire was 0.89 while the one for the school board members was 0.92. The study found out that involving school boards members in decision-making processes, positively impact on student achievement and effectively address disciplinary issues. Moreover, strategies such as regular training sessions and better communication were identified to enhance school board participation. The study concluded that school boards play a critical role in the management and administration of public secondary schools in Arusha district. It was recommended that policymakers prioritize initiatives to enhance school board participation through adequate funding and supportive policies and that the government to develop training programmes to improve the effectiveness of school board members.

Abstract: The study was set to examine the effect of public-private partnerships on the administration of secondary schools. A cross-sectional descriptive design was used to establish the connection between public-private partnerships and the performance of secondary schools with quantitative data collection and analysis methods. The study was conducted using a questionnaire with a sample size of 202 respondents. Items for the different forms of school performance were rated using means and standard deviations. Hypothesis was tested using correlation and regression analyses that were automatically generated from the SPSS package. The regression coefficient for public-private partnerships on administration of secondary schools with B = 0.809, standard error = 0.043, beta = 0.798, t = 18.739, and sig. = 0.000. These findings suggest that public-private partnerships improve school administration. Every unit increase in public-private partnerships increases school administration by 0.798 units, according to the beta coefficient. The low standard error of 0.043 and high t-value of 18.739 further support these findings’ robustness and significance. These findings suggest that public-private partnerships strongly influence the administration of schools. It is thus wise for the government to embrace programmes geared towards enhancing this form of partnership.