Predictors of Parental Involvement in School Feeding Programs in Tanzania: A Case of Mara Region

Abstract

In Tanzania, school feeding programs (SFPs) have been introduced to improve children's nutrition, support school attendance, and enhance learning. However, these programs often rely heavily on donor support and external institutions, while parental involvement has remained limited. This raises concerns about long-term sustainability and local ownership. This study explored factors associated with parental involvement in school feeding programs in primary schools in the Mara Region of Tanzania. It was guided by Bronfenbrenner's Ecological Systems Theory (1979, 2001) and used a cross-sectional design. Data were collected from 500 parents from 20 primary schools using a questionnaire adapted from Hoover-Dempsey and Sandler's parental involvement model, previously validated in the Tanzanian context. A hierarchical multiple regression analysis was used to examine how different factors, such as parents' motivators, school-related invitations, and life context variables, are related to parental involvement. The results showed that parents' self-efficacy, positive attitudes toward school (valence), and skills and knowledge related to school feeding were significantly associated with higher levels of parental involvement. School-related factors were also significant, especially school invitations (such as communication and engagement efforts). However, invitations from children and teachers were not significant predictors. These findings suggest that parents' beliefs, confidence, knowledge, and how schools actively involve them may be important in supporting their participation. Strengthening school-community relationships may require clear communication, practical guidance, and trust-building. The 2021 National Guidelines on School Feeding and Nutrition Services could benefit more by clearly defining and supporting parental roles. This study adds to the growing body of evidence on the need for locally grounded and multidimensional strategies to meaningful parental involvement in education.