Tanzania小学学校管理质量研究：全国代表性样本的经验

Jul 19, 2026

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This technical note synthesizes evidence on how school management practices shape instructional quality and student learning in Tanzania, drawing on findings from a nationally representative sample of primary schools. It reports that many management practices occur widely but are often not implemented systematically and lack complementary actions. The note highlights limited systems for assessing and tracking learning, constrained teacher motivation, and a weak relationship between management and year-to-year learning, likely reflecting low practice quality and thresholds. It concludes with actionable recommendations for managers.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages24

Reading Time1 h 0 min

Key Takeaways

Recommendations

Introduction

Evidence and cost-effectiveness

Role of school management

Public Disclosure Authorized Public Disclosure Authorized TECHNICAL NOTE What Do We Know about the Quality of School Management in Tanzania? Lessons from a nationally representative sample of primary schools Guadalupe Bedoya, Yulia Belyakova, Jacobus Cilliers, and Antoine Deeb Pub lic Disclosure Authorized Pub lic Disclosure Authorized Team and Funding This research product was funded by UK International Development from the UK government as part of Shule Bora’s Learning and Evaluation (L&E) support, led by the World Bank’s Development Impact (DIME) group. The research team for this note includes Jacobus Cilliers (Georgetown University), Guadalupe Bedoya, Yulia Belyakova, and Antoine Deeb (World Bank) . Additional members ofthe L&E team supporting the Shule Bora Programme in Tanzania include Aidan Coville, Youngkwang Jeon, Emma Kelly, Doreen Milton Shango, Gemma Joan Nifasha Todd, Hee Kwon (Samuel) Seo, and Iva Trako (World Bank); David Evans (Inter-American Development Bank); Fredrick Emiliano Manang (University of Dodoma); Remidius Ruhinduka (University of Dar es Salaam); and Gabriela Smarrelli (Center for Global Development) . We thank Colin Bangay and the participants of the Shule Bora School Management Thematic group for providing valuable comments. This product was developed with inputs and feedback from the Agency for the Development of Educational Management (ADEM), the Ministry of Education, Science and Technology (MoEST) and the President’s Office Regional Administration and Local Government (PO-RALG) . The findings, interpretations, and conclusions expressed in this report are entirely those of the author(s) and do not necessarily represent those of the World Bank, UK government’s official policies, or the authors’ respective organizations. Key Takeaways • In most primary schools, a wide range of school management practices are performed. However, these practices are not applied systematically and often lack complementary practices necessary to achieve their intended goals. • Most schools lack systems to assess and therefore the ability to track students’ learning and use the results to guide actions to improve student learning. • School management’s ability to motivate teachers is limited in Tanzania’s primary schools. This could partially explain why available information (for example, on teachers’ attendance and teachers’ performance) is not used strategically and systematically to target resources and motivate teachers. • Contrary to international evidence, student learning from one year to the another is currently not related to school management practices in primary schools in Tanzania. This could be in part due to the extremely low quality of the current practices, with potentially a minimum threshold of practices (not yet achieved in the country) needed to trigger this relationship. The low level of systematic management practices leavesample room for improvement, even in the better managed schools. Finding and adopting interventions that can improve school management and student learning in Tanzania can be highly cost-effective since they are delivered to the school manager and can influence many teachers and students. Recommendations • Shift expectations and behavior. A paradigm shift is required in the role of school managers (head teachers and other members of the school management team, such as their deputies and academic teachers) . It needs to go beyond compliance and meeting administrative requirements. School managers need to understand that they have a responsibility to support teachers in their professional development. • Clear guidelines. In addition to shifting expectations and behavior, school managers and their teams need specific guidelines on actions that they can and should take. These include, for example, guidelines for observing teaching and providing feedback, implementing formative assessments, and using the data to allocate resources and motivate teache

FAQs

这份技术说明的核心关注点是什么？

它关注学校管理质量如何影响坦桑尼亚小学的教学与学生学习，重点讨论管理团队为高效统筹资源所采取的做法。

坦桑尼亚大多数小学的学校管理实践存在哪些主要问题？

虽然许多管理做法在多数学校中都存在，但通常并未系统化实施，且缺少实现目标所需的配套实践；同时，学校普遍缺乏评估与追踪学生学习的系统。

为什么学校管理实践与学生年度学习之间的关联较弱？

说明指出，这可能与当前实践质量极低有关，可能需要达到一定最低实践水平后，这种关系才会被触发；管理的系统性水平也较低，因而仍有改进空间。

Jul 19, 2026

Upload by Asher