The Role of Community Involvement in Enhancing Teacher Commitment: A Study of Public Secondary Schools in Mvomero District, Tanzania

Active parental involvement in school activities and events is essential since it strengthens the bond between home and school, supporting the child's academic and social growth and offering a platform for parents to participate actively in their child's educational journey. This study examined the impact of parent involvement on teachers' commitment in Public Secondary School in Mvomero district, Tanzania, guided by Vygotsky’s sociocultural theory. A mixed-method research approach with a convergent design was used. Researchers gathered data from 11 secondary schools, involving 118 teachers, 11 head teachers, 1 District Academic Officer (DAO), and 22 parents, totalling 152 participants. The researchers employed a mix of purposive sampling, simple random sampling, and convenience sampling to select district officers, teachers, and parents. Various tools were employed to collect data, including questionnaires for teachers and interview guides for district education officers and parents. Descriptive statistics, such as mean scores, frequencies, and percentages, were used to analyse the data. The results showed that strong partnerships between schools and communities, particularly through parent-teacher associations, significantly boost teacher commitment and improve student outcomes. High community involvement was associated with improved student attendance, discipline, and academic engagement, as well as increased teacher motivation and effectiveness. However, the study also highlighted disparities in parental engagement, particularly between boarding and day schools, underscoring the need for policy changes to ensure equitable support across different types of schools. In conclusion, the study emphasised that shared responsibility among schools, families, and communities is vital for enhancing educational quality and sustaining performance. It recommends that district education officers design, formalise, and empower School Parent Associations (SPAs) to take an active role in academic planning, decision-making, and teacher motivation initiatives.