International Journal of Human Research and Social Science Studies

This study explored the benefits and constraints of sustainable management of school projects in public secondary schools within Sumbawanga Municipality, Tanzania. Employing a convergent mixed methods approach, the study collected both quantitative and qualitative data from a sample of 253 respondents, including 234 teachers selected through simple random sampling and 19 purposively selected heads of schools. Data collection tools included questionnaires, semi-structured interviews, and direct observations, while analysis involved descriptive statistics and thematic content analysis. Findings revealed that sustainable management of school projects leads to significant benefits, such as reduced reconstruction costs, longer-lasting infrastructure, and improved efficiency in the provision of quality education. Teachers' active involvement in project oversight emerged as a critical factor in maintaining the usability and impact of these facilities. However, several constraints were identified, including inadequate and delayed funding, low community participation, teacher workload, and a lack of technical expertise in schools. These challenges undermine the long-term sustainability and effectiveness of school infrastructure. It recommends increased budgetary support, community sensitization, capacity building for teachers, and provision of technical personnel as strategies for improving the sustainability of school projects. These findings offer important implications for policymakers and education stakeholders in optimizing infrastructure investments to support long-term educational development.

Education Infrastructure, Teacher Motivation, Sustainability, Public Secondary Schools, Project Management, and School Projects.

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