“Why Are They Out?” Exploring School Heads and Teachers’ Views on Secondary School Students’ Dropout in Peri-Urban Communities of Zanzibar, Tanzania

Abstract

The study purposed to explore school heads and teachers’ views on students’ dropout in peri-urban Zanzibar with the aim of understanding the factors influencing dropout of children in secondary schools from school heads’ and teachers’ perspective, strategies adopted by schools to address dropout and to identify challenges faced by head of schools in returning out-of-school children in Zanzibar. Employing a qualitative approach, the study used case study design with purposive sampling in understanding school heads’ and teachers’ views. Semi-structured interviews and focus group discussions with respondents being 17 teachers and heads of schools. The research used frustration-self-esteem model and participation model by Finn to understand and explain why some students withdraw from school. The findings show that distance to school, failure and repetition in school, inability to cope with school demands, poverty, engaging in economic activity, conflict between parent and non-commitment, English as language of instruction, indiscipline and community factors such as game centre activities and entertainment clubs are some of the reasons for dropout. The findings indicate that dropout is caused at various levels including family, school, individual, and community level in Zanzibar. On strategies adopted to curb dropout, school heads and teachers are helping in ways such as counselling students, establishing English clubs to address the language problem and instituting community related engagements. The study results have implications on policy and practice towards addressing dropout.