Assessment of Cultural Practices and Their Contribution towards Quality Education in Public Secondary Schools in Arusha District, Tanzania
Neema J. Kivuyo
Email: jjneemak@gmail.com
Kennedy Omondi Otieno
St. Augustine University of Tanzania (SAUT), Arusha.
Email: omondiken2016@gmail.com
Abstract: The study assessed the cultural practices andtheircontribution towards quality education in public secondary schools. Objectively, the study examined the contribution of cultural practices towards quality education in public secondary schools and the strategies for improving cultural practices for quality education in public secondary schools. Cultural Capital Theory directed the study. A total of 94 respondents (18 teachers, 10 parents, 6 schools heads and 60 students) were selected to represent the target population of 1632. The study adopted Ethnography and cross-sectional survey design with mixed methods approach. The study used questionnaires and interviews guide to gather data. School heads and parents were purposively selected while stratified and simple random sampling was employed to select teachers and students. Two experts enhanced validity of instruments for collecting quantitative and qualitative data. Reliability of quantitative instruments were ensured using Cronbach alpha index; SQ=0.62 & TQ=0.91. For qualitative instruments, reliability was ensured through triangulation of data sources. Descriptive statistics in the SPSS version 25 was adopted in quantitative data analysis while thematic analysis was utilized for qualitative data. The study exposed intercultural exchange, encouraging collaborative decision making and promotion of ethical values as cultural practices that contribute towards quality education. Educating the community, enactment of by-laws and enforcing them are strategies for improving cultural practices. In conclusion, the aspects of culture that negatively affects quality education should be looked at and appropriate by-laws formulated and implemented for guidance. The study recommends that cultural practices that negatively affect quality education in secondary schools should be prohibited.
