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Abstract

This study explored and examined the conceivable challenges heads of schools face in managing School-Based Income-Generating Activities (SB-IGAs) in public secondary schools in Kilimanjaro region, Tanzania. Guided by Resource Dependency Theory, the study adopted the embedded model of convergent design under a mixed research approach for concurrent data collection and analysis. Probability and non-probability sampling techniques were used to obtain 36 Heads of Schools (HOSs), 360 Teachers, 432 Students, and 6 District Education Officers. The quantitative data were descriptively analyzed through frequencies and percentages, and presented in tables, whereas qualitative data were transcribed and analyzed in themes emerging, and explained in words supported by verbatim quotations. The study found that inadequate knowledge and shortage of funds as initial capital were stumbling blocks that prevented the advancement and stability of SB-IGAs. The study also revealed that there was the inadequacy of land set aside and insufficient water supply that was explicitly meant for SB-IGAs in public secondary schools. The study concluded that inadequacy of land, insufficient water supply, lack of transparency, lack of motivation and inadequate funds as initiation capital are the core challenges that prevent the advancement of SB-IGAs and thus hinder financial sustainability in public secondary schools in Kilimanjaro region. Therefore, the study recommends that the Ministry of Education, Science and Technology should develop and adopt clear strategies for resolving challenges that HOSs face in managing SB-IGAs in public secondary schools in Tanzania.