Gender Inequality and Collective Action in School Committees: Evidence from Tanzania

Abstract

The adoption of school-based management model of education governance has led to the transfer of school management power to the teacher and parent representatives through school management committees. However, this committeefication of public school management has been found to be inadequate in ensuring collective action between male and female school governance actors. This paper examines the relationship between Gender Inequality and Collective Action in School Committees controlling for demographic and socioeconomic factors across rural (Iringa District) and urban (Arusha City) contexts of Tanzania. Employing Ordinary Least Squares techniques, the results from simple linear regression analysis demonstrates that Gender Inequality predicts Collective Action in School Committees in both Arusha City (0.177, p