The Influence of Governance Systems on Students Performance in Public Secondary Schools in Karatu District, Tanzania

The study sought to determine the influence of governance systems on students performance in public secondary schools in Karatu District, Tanzania. The study used questionnaires and interviews to collect data. The respondents comprised of teachers, members of school boards and parents. Data was analyzed using descriptive and correlation analysis tools. The study revealed a strong positive correlation of r (97) = 0.760, pless than0.01) between participatory leadership in decision making and academic performance. Further, results show a strong positive relationship between accountability and academic performance (r (97) = 0.714, pless than0.01) and significant but moderate positive correlation between transparency and academic performance r (97) =0.512, pless than0.01. The results imply that participatory governance, accountability, and transparency contribute significantly to students academic performance. Moreover, the result indicates a strong relationship between governance and academic performance and the conclusion is that governance contributes positively towards academic performance of students. The study recommends that MoEVT and school administratorsshould allocate enough finances for training teachers, creates awareness to education stakeholders on the link between governance and academic performance, school board and administrators should nurture a good working relationship with the teaching staff as well to find out that, ways to communicating schoolmotto, mission and visionto teachers, students and other stakeholders.