Examining the Impact of Female-Headed Households on Learning Achievements in Tanzanian Secondary Schools

Abstract

Families led by women frequently encounter various financial and social challenges. As a result, children in these households often face significant barriers to accessing quality education, particularly at the secondary school level. This study investigates the impact of Female-Headed Households (FHHs) on learning achievements, drawing on gendered household dynamics and child learning theory. The study employed Ordinary Least Squares regression analysis using school GPAs of 1,049 randomly selected schools of mainland Tanzania. The findings indicate that the growing number of female-headed households (FHHs) generally promotes better learning outcomes in secondary schools, especially in rural areas where community involvement and work-life balance are more supportive. The results indicate that educated FHHs play an important role in maintaining academic success in children's education. However, this positive impact diminishes as FHH prevalence increases. Furthermore, the findings suggest that urban FHHs encounter challenges in improving their children's educational progress, emphasising the impact of financial pressures and restricted time for educational engagement. Thus, the findings underscore the need for broader support systems to sustain student achievement across various settings. The study recommends for support networks that empower women economically and socially, implement policies for targeted interventions including community education as well as promoting community engagement and school-parent relationships for strengthening educational outcomes.