Abstract

The study examined the role of community-based stakeholders in promoting school accountability in six secondary schools in Balaka District. The study used Public Engagement Theory as its theoretical framework and adopted a case study design in a qualitative paradigm to explore the role of community-based stakeholders in promoting school accountability. It sought to establish how community-based stakeholders perceived their role in promoting school accountability, and their engagement in governance issues and finally unravel factors that enhanced community-based stakeholders’ participation in promoting school accountability. The study was worth pursuing to help community members have a sense of ownership of institutions within their area and instill a culture of accountability, and prudent resource utilisation leading to improved performance in schools. Purposive sampling was employed to select the research participants from the community-based stakeholders, consisting of members of the Parent-Teachers’ Association and Mother Groups. Data were generated qualitatively through the use of semi-structured interviews through Focus Group Discussions. Document analysis especially minutes of PTA meetings was used to a lesser degree because most schools did not have the minutes handy. In this study, data analysis involved a detailed description of what the participants reported which among other things included reading through and listening to data captured, organising and interpreting the data. The main findings of the study were: the community-based stakeholders have a critical role to play in the promotion of school accountability, that their engagement was mostly in infrastructural development, and that cooperation and rapport among various stakeholders were the main factors that enhanced the community based stakeholders’ participation in promoting school accountability. On the other hand, lack of training, transparency, and accountability were found to be some of the factors that hindered CBS’s active and meaningful participation in the promotion of school accountability. The study recommends the introduction of formalised training to CBS's. Further, there is a need for consultation and establishment of good rapport with communities more so in financial issues to enhance transparency and accountability.

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School	: School of Education
Issued Date	: 2022

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