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3.9.1 Dependent variable The dependent variable of the study is Performance of the school committees, and it was operationalised through the following indicators that have been established from the responsibilities of school committees as spelt in the PEDP document under the item “institutional responsibilities” (United Republic of Tanzania, 2001: 16). This will be operationalised in terms of Quality and timeliness of the school development plans and budget documents prepared; Implementation success that is, actual achievements against planned activities; financial reports prepared (timeliness and accuracy); and stakeholders’ perceptions on the performance of their school committees. 3.9.2 Independent variables From the assumption that ‘Performance of the school committees depends on the extent to which they are empowered’, the independent variables were the empowerment dimensions/indicators namely, access to information, inclusion/participation, capabilities /competences (knowledge and skills), Agency (willingness/motivation), autonomy and time (service tenure of the committees). Each variable will be measured as follows: 3.9.2.1 Access to information
This was operationalised by examining the extent to which school committee members has adequate information on their roles, the school, rules and regulations and policies and the number of meetings convened by school committees to inform parents and other stakeholders about the schools’ progress. The assumption here is that the higher the access to information by the school committees, the higher the performance (Behrman et. al, 2002). 3.9.2.2 Inclusion/participation This was operationalised by finding out the extent of community members’ participation in electing the school committee members. The representativeness of the committee in terms of gender balance and inclusion of the marginalized groups was also examined. The assumption here is that participation makes the community members feel that the committee originate from themselves. This in turn, can enhance cooperation between the committee and the community. 3.9.2.3 Capabilities: knowledge and skill potentiality of committee members This variable was operationalised by assessing the educational qualifications, skills and competences possessed by individual school committee members; number of capacity building programs organized by the authorities responsible and attended by the school committee members; and future capacity building plans in place. The assumption here is that the higher the level of capabilities the higher the performance. As Behrman et.al (2002) argue, devolution of decision making to local and school levels make school management more accountable to the community, promote cost consciousness, efficiency and effectiveness. However, the authors are of the view that where capabilities are lacking on either sides (school management and the community, the outcome realisation is questionable. |
