Extensiveness of School Committee Involvement in Maintenance of Classroom Infrastructure: A Guarantee to Adequate Learning Facilities in Primary Schools

This study aimed to investigate the extensiveness of school committee involvement in maintenance of classroom infrastructure: Guaranteed to adequate learning facilities in public primary schools in Geita District anchored to the Accountability Theory (1985). This study employed a convergent research design under a mixed-methods approach. The study targeted 226 with a total population of 2,527, from which a sample of 258 respondents was selected. A sample was selected using probability and non-probability techniques. Data was collected through questionnaires, interview guides, and observation guides. Two research experts from educational planning and administration at Mwenge Catholic University validated the instruments. A pilot study was conducted at two public primary schools in Geita District. The obtained reliability coefficient of Likert-type items in questionnaires, as ensured through Cronbach's Alpha, was .867 for teachers and .814 for committee members. The trustworthiness of the interview guides was ensured through peer debriefing and triangulation. Data was analyzed through descriptive statistics by the aid of the SPSS version 27, for quantitative data and thematic analysis. The study adhered to ethical considerations throughout the research process. The study found that public primary schools committee members were involved in overseeing, monitoring, and maintaining classroom infrastructure to a low extent. It was concluded that school committees are insufficiently overseeing and monitoring classroom infrastructure maintenance. The study recommends that the District Primary Education Officer organize capacity-building workshops and training sessions for school committees focusing on infrastructure maintenance, monitoring techniques, and best practices.