Management of Support Services and Academic Performance of Pupils with Disabilities in Primary Schools in Serengeti District, Tanzania
Paschalia M. Dalmas *
Department of Educational Policy, The Open University of Tanzania, Planning and Administration Studies, P.O. Box 23409, Dar es Salaam, Tanzania.
Coletha Ngirwa
Department of Educational Policy, The Open University of Tanzania, Planning and Administration Studies, P.O. Box 23409, Dar es Salaam, Tanzania.
Zamzam Nyandara
Department of Educational Policy, The Open University of Tanzania, Planning and Administration Studies, P.O. Box 23409, Dar es Salaam, Tanzania.
*Author to whom correspondence should be addressed.
Abstract
Pupils with disabilities require well-managed support services to participate effectively in learning and achieve satisfactory academic outcomes in inclusive primary schools. In Serengeti District, limitations in trained personnel, instructional resources, coordination, and monitoring may reduce the effectiveness of these services and adversely affect pupils’ academic performance and retention. This study examined the relationship between the management of support services and the academic performance of pupils with disabilities in primary schools in Serengeti District, Tanzania. The objective was to assess the relationship between the management of support services and the academic performance of pupils with disabilities. A mixed-methods convergent design was employed, involving both questionnaires and interviews. The sample included 126 respondents, comprising head teachers, ward education officers, and district education officers selected from a population of 166 school leaders. Questionnaires provided quantitative data from head teachers, while interviews with ward and district education officers generated qualitative insights. Findings revealed a positive relationship between effective management of support services and academic performance. The availability of trained teachers emerged as the strongest predictor of academic success (Mean = 3.95), with 69.0% of respondents agreeing that teacher competence positively influences academic achievement. Effective planning (Mean = 3.49) and proper coordination (Mean = 3.44) were also positively associated with improved learning outcomes. However, timely assessment and monitoring recorded the lowest mean score (Mean = 2.96), indicating weaknesses in tracking progress. Schools with proactive leadership and structured support systems demonstrated improved pupil performance and reduced dropout rates, while inadequate management practices resulted in low academic achievement and increased dropout among pupils with disabilities. The study recommends strengthening teacher training programmes, establishing structured monitoring and evaluation systems, improving coordination mechanisms, and ensuring adequate provision of teaching and learning materials to optimise the relationship between support service management and academic performance. These interventions are essential for creating a supportive environment that fosters academic achievement and promotes the retention of pupils with disabilities in primary schools.
Keywords: Support services management, academic performance, pupils with disabilities, inclusive education, primary schools, trained teachers