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2.2 Theoretical framework of the study
The study utilized the theory of empowerment to examine the whole concept of citizen participation in the management of primary schools at the local level through the school committees. My intention was to examine the empowerment of school committees in Morogoro Municipal Council and Mvomero District Council and how it affects their performance in terms of accomplishmentof the roles assigned to them. The theoretical perspectives by the World Bank (2002), Kabeer (2001) and Cohen and Bailey (1997) have been utilized as the basis analysis in this study.
2.3 Other Theoretical perspectives (competing theories)
Various theoretical approaches can be used to explain the performance of school governance structures in the context of citizen power at the local level. Some of the competing/rival theories include the Voluntary theory of participation particularly under the ‘Civic voluntarism model’ by Moyster et.al, 1992; the Communitarian theory of participation (Parry et. al, 1992); and the Attitude theory (Azjen and Fishbein, 1980; Kerlinger, 1973 & Green, 1954). The Public choice theory (Buchanan and Gordon, 1962) in the economic perspective can also be used to explain the performance of school committees under the devolved/ citizen power system.
2.3.1 The voluntary theory of participation
This is one of the theories of participation that could be used in this study. Utilizing the civic voluntarism model, Parry and Moyster et. al. (1992) identify resources such as money, time, education, and others, motivations and mobilization as the three most important classes of participation. They argue that individuals with high socio-economic status and enough time available are likely to participate more than the individuals with less time. Conversely, performance (outcome)代写留学作业提供代写Essay，代写Assignment，请联系QQ：949925041 of development interventions/projects under the devolved system can be explained in terms of the ‘intensity of the resources’ and ‘motivation’ of the actors at the grassroots level.
2.3.2 The communitarian theory of participation
The Communitarian theory of participation (Parry, et.al.1992) could also be applied in explaining performance of school committees in Tanzania under the participatory system. The communitarian theory of participation suggests that the motive of participation is a concern for the community of which a person is a part. In the view of this theory, where people are highly integrated into the local community, and where they identify strongly with it, participation would be greater. This is on the basis of the fact that often people have a better understanding of their local needs and problems, and recognize that these needs are often shared with their neighbours. Fusheini (2005) argues that when people perceive their interdependence with others, they seek to act to maintain their communal bond. “Schools depend on communities for legitimacy as they adapt to their environments while communities need schools for knowledge and skills acquisition” (Fusheini, 2005: 30). In this theoretical orientation therefore, the performance of a particular school committee can be explained on the basis of the strength of the ‘communal bond’ between the community and the school committee. In this perspective, the performance of the school committee increases with the increased strength of the bond.
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