Evaluating Stakeholders’ Efforts in Supporting English Language Teaching and Learning in Day Secondary Schools: A Case of Bunda District, Tanzania

Abstract

Despite the expected efforts of stakeholders (teachers, school administrators and education supervisors), learners in day secondary schools continue to show weak communicative competence, implying that stakeholder support is either insufficient, irregular or ineffective. Consequently, the study evaluated the nature of these stakeholders’ efforts in supporting English language teaching and learning in Bunda District, Tanzania. Guided by Stakeholder Theory, the study employed an exploratory sequential mixed-methods design involving interviews followed by questionnaires. A total of 142 respondents from four day schools participated, including 128 students, 8 teachers, 4 heads of school, and 2 education supervisors. Quantitative data were analysed using descriptive statistics, while qualitative data were analysed thematically. The findings indicate that support for English language learning exists but remains fragmented and inconsistently offered. Many learners reported participating in classroom activities, but most of them lacked confidence in speaking English independently, revealing a gap between participation and communicative competence. Teachers were expected to support English language teaching and learning by creating opportunities for learners to practise and use English actively. However, the findings revealed that communicative learning activities such as debates, storytelling, and discussions were not implemented consistently across the schools. School administrators mostly used verbal and material encouragement, while formal motivational programmes were rarely implemented. Education supervisors supported English teaching and learning through inspections, resource allocation, and professional support. However, inspections were irregular and had limited follow-up mechanisms. In general, stakeholder efforts were found to operate largely in isolation rather than as an integrated support system. The study concludes that stronger stakeholder coordination, sustained institutional support, and consistent implementation of communicative language activities are needed in the research area. There was also a need for regular school inspections, periodic stakeholder coordination meetings, expanded English-language programmes, and robust monitoring of classroom communicative practices.