Preparedness of Secondary School Management to Support Mothering Students in Mtama District, Tanzania

Abstract

This study examined school management preparedness to accommodate mothering students following the implementation of Tanzania’s re-entry policy. Grounded in the Two-Generation Approach, the study adopted a qualitative phenomenological design involving Ward Education Officers, heads of schools, teachers, and mothering students in Mtama District. Data were collected through interviews and focus group discussions and analysed using thematic analysis. Findings revealed that school management demonstrated a moderate level of preparedness through flexible timetables, guidance and counselling services, and limited health support. However, significant gaps were identified, including inadequate infrastructure, a lack of institutionalised support systems, and insufficient professional training. Respondents’ narratives highlighted both the efforts underway and the constraints in implementing the policy. The study concludes that while school management shows commitment, systemic limitations hinder effective implementation. The study recommends strengthening and formalising institutional capacity to enable mothering students to fully benefit from the re-entry policy