Secondary School Dropout in Tanzania: Evidence from Uyui District in Tabora Region

Abstract

Dropout has remained a major concern in Tanzania’s education 
sector for several years, undermining national efforts to achieve 
equitable access to quality secondary school education. The study 
investigated the key factors contributing to secondary school 
student dropout in the Uyui-Tabora region in Tanzania. It 
examined the influence of school-related, student-related, and 
parent-related factors using a mixed-methods approach and an 
explanatory research design. Data were collected from 180 
respondents (students, teachers, and parents) using structured 
questionnaires, while interviews were conducted with five school 
heads. Quantitative data were analysed using descriptive and 
inferential statistics, including multiple linear regression, while 
qualitative data underwent content analysis. Findings showed a 
significant relationship between dropout rates and school-, 
student-, and parent-based factors. School-related factors had the 
strongest influence (B = 0.112, p = .032), indicating that poor 
conditions such as lack of hostels, harsh discipline, and inadequate 
resources contribute significantly to dropout. Student-related 
factors (B = 0.038, p = .021), including peer pressure and unethical 
behaviour, and parent-related factors (B = 0.052, p = .028), such 
as poverty, alcoholism, and parental neglect, were also significant 
predictors. The study concluded that negative school 
environments, including teacher shortages, poor infrastructure, 
and limited learning materials, play a central role in student 
dropout. Additionally, student behaviours influenced by peer and 
cultural pressures, and lack of basic necessities like uniforms, 
contribute to the problem. Parental issues such as poverty, 
substance abuse, and negative attitudes toward education further 
exacerbate dropout rates. The findings underscore the need for 
integrated policy responses. The Ministry of Education, local 
authorities, and communities must work together to improve 
school infrastructure, support families, and implement learner
centred programmes. Addressing these multi-faceted challenges is 
vital to reducing dropout rates and ensuring equitable access to 
quality education in Tanzania.