The Effect of School Labelling on Student Academic Performance at Morogoro Municipality in Tanzania

Abstract

This article investigated the effect of school labels such as private schools, special schools, and government schools on student academic performance at Morogoro municipality in Tanzania. It adopted a case study design and the sample size was drawn using purposive and  simple random sampling techniques where a total of 20 respondents from the study area were involved in the study. The study adopted  the mixed method research, using qualitative and quantitative approaches. The questionnaire was used to collect requisite information  for students and quantitative data were analysed by using descriptive statistics to determine frequency and percentage whereas  qualitative data were subjected to content analysis. Concerning the specific objectives of this study, it was revealed that the issue of  performance-related pay was reported to be more implemented in special, seminary, and private schools than in public schools. In this  system, teachers are paid an extra amount of money when they perform superior. The system does not often apply in public schools.  Even when applied in public schools, there is full subjectivity to obtain the superior performer. Based on these findings, the study  recommended that school administrators, especially in government secondary schools should ensure proper teacher motivational  packages and that their schools have enough desks and chairs both in the classrooms and libraries. These items should frequently be  checked for damage and whenever possible replaced.