Browsing by Author "Suru, Majiyd Hamis"

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    Students’ satisfaction with service quality in Higher Education Institutions (HEIs): The perspective of students’ expectations and perceptions in Tanzania
    (The University of Dodoma, 2015) Suru, Majiyd Hamis
    This study, sought to assess students’ satisfaction with service quality (SQ) in the perspective of expectations and perceptions of students’ affairs, in public Higher Education Institutions in Tanzania (HEIs). The study employed a mixed research approach and a cross-sectional survey design. Data were collected through SERVQUAL scale questionnaires, semi-structured interviews, documentary reviews and observations. The demographic characteristics of the respondents were used as independent variables while the factors produced by confirmatory factor analysis were used as dependent variables. Multiple linear regression analyses were run to assess as to whether or not, demographic characteristics had statistically significant influence on students’ expectations, perceptions and satisfaction about service quality and their intentions to recommend the surveyed university to colleagues or re-enrol for postgraduate studies. The main study findings indicated that, parent education and type of student’s degree programme had a statistically significant influence on the students’ satisfaction about technical and residential services. Moreover, student’s degree programme had a statistically significant influence on the students’ satisfaction with overall service quality. More findings had revealed that, student’s degree programme had a significant influence on students’ intentions to recommend the university due to the quality of education received. In addition, school ownership and student’s degree programme had a significant influence on students’ intentions to re-enrol to the HEI, with regards to offers of scholarships. The study established further that parent occupation, school ownership and degree programme, had a significant influence on students’ intentions to recommend or re-enrol to the HEI due to its geographical location. The study concludes that, students’ satisfaction with the overall service quality were determined by the students’ type of degree programme (students’ specialization). The study recommends that, in order to satisfy students in the campus life, the HEIs Management need to plan the overall service quality by focusing on specific resource allocations to the requirements of the colleges/schools, taking into account the type of degree programme (students’ specialization).
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    Utility of Henri Fayol’s fourteen principles in the administration process of secondary schools in Tanzania
    (Contemporary Research Center, 2017) Mbalamula, Yazidu Saidi; Suru, Majiyd Hamis; Seni, Abdallah Jacob
    The Administrative theory developed by Henri Fayol is among the notable classical theoretical frameworks of management in social organizations including schools. This study pursued an understanding of the utility of Henri Fayol’s 14 principles of administration among managers of secondary schools in Tanzania focusing on the nature of leadership and the perceived significance of the principles on daily management processes among school managers. A cross-sectional survey was adopted to collect data using questionnaires from 68 school managers across 32 secondary schools in three regions of Tanzania Mainland. The data collected were analyzed using the Statistical Package for Social Sciences. The findings revealed that a relatively large number of school managers have had leadership experience, but many are still juniors with stumpy leadership in-service training. Further, the division of labour was identified to be of critical importance in the administration process in secondary schools. In addition, School Managers perceived structural principles as most important followed by process principles, and purpose principles. The study concludes that the structure of schools’ administration is indispensable for the successful implementation of the purported objectives and goals of the school organization.