Education Stakeholders’ Perceptions of Factors Associated with Pupil Dropout in Public Primary Schools in Kyerwa District, Tanzania

Abstract

Pupil dropout remains a concern for equitable access to and completion of primary education, particularly where household, family and school-access conditions constrain pupils’ continued participation. Drawing on an economic-necessity perspective, this study assessed education stakeholders’ perceptions of factors associated with pupil dropout in public primary schools in Kyerwa District, Kagera Region, Tanzania. Guided by a pragmatic paradigm, the study adopted a convergent mixed-methods design. Quantitative data were collected through structured questionnaires from 290 classroom teachers selected using simple random sampling, while qualitative data were obtained through interviews with 10 head teachers and 10 Ward Education Officers selected purposively, giving a total of 310 participants. Quantitative data were analysed using frequencies and percentages in SPSS version 28.0, while qualitative data were analysed thematically. Teachers most frequently associated pupil dropout with family responsibilities, with 229 of 290 (79.0%) agreeing or strongly agreeing, and financial difficulties, with 224 of 290 (77.2%) expressing agreement. Lower levels of agreement were recorded for cultural norms (54/290, 18.6%), health issues (36/289 valid responses, 12.5%), and lack of motivation (27/290, 9.3%). The qualitative accounts converged with the quantitative findings on household and family circumstances and added contextual dimensions, including child labour and participation in farming and livestock activities, orphanhood, household poverty and inability to meet basic educational needs, long distances between home and school, parental neglect and inadequate basic support. The findings represent stakeholders’ reported perceptions and accounts rather than causal estimates of pupil-level dropout. The study recommends strengthening support for economically vulnerable households and orphaned pupils, improving parental engagement, monitoring excessive responsibilities assigned to children, and addressing school-access challenges associated with long distances.