Teachers’ Perspectives on Capacity of the School Feeding Committees to Secure Food Supplies and the Sustainability of School Feeding Programs in Kilimanjaro Public Primary Schools

This study examined teachers' perspective on the capacity of the School Feeding Committees (SFCs) on the sustainability of School Feeding Programs (SFPs) in public primary schools in Kilimanjaro Region, Tanzania.Institutional, Social Capital, and Stakeholder theories provided the theoretical framework.A convergent parallel design was employed, integrating quantitative and qualitative data.Quantitative data were collected through a cross-sectional survey, while qualitative insights were obtained using a descriptive phenomenological approach.The study targeted 991 schools across Hai, Siha, and Mwanga districts.Using stratified and simple random sampling, 302 participants (teachers, pupils, and SFC members) were selected.Data collection tools included questionnaires, interview guides, focus group discussions.Content validity was established through expert evaluation, while face validity was examined through a pilot test with 15 respondents representing various school stakeholders.Quantitative data were analyses using descriptive statistics while qualitative data were thematically analyzed.Findings revealed that active committees enhanced continuity, stakeholder trust, and community participation.However, inadequate infrastructure, limited training, low parental involvement, and lack of clear policy on parental contributions constrained performance.The study concluded that empowered and well-structured SFCs are essential for sustaining school feeding programs, as they strengthen procurement, financial accountability, monitoring, and community participation.It recommended strengthening schoolbased agricultural projects, regular capacity-building, improved monitoring systems, and multi-stakeholder collaboration involving NGOs, local authorities, and government policy support.