The Corporate Social Responsibility Initiatives as Predictors of Inclusive Education Outcomes in Ngorongoro District, Tanzania

Abstract

Inclusive education for pupils with special needs remains challenging in resource-constrained public primary schools in developing countries, necessitating need for Corporate Social Responsibility (CSR) initiatives. This study examined CSR initiatives as predictors of inclusive education outcomes in Ngorongoro District, Tanzania. Guided by Stakeholder Theory and the Triple Bottom Line, it examined the types of CSR initiatives implemented and their predictive relationships with inclusive education. A descriptive cross-sectional design using mixed-methods approach was employed. The target population comprised 40,600 individuals, including 549 teachers and 40,051 pupils from public primary schools. A sample of 381 respondents, comprising 240 pupils and 141 teachers. Two public primary schools were purposively selected from each of eight wards, followed by simple sampling of respondents, while key informants were purposively selected. Quantitative data were collected using structured questionnaire and analysed using descriptive statistics and binary logistic regression, while qualitative data from interviews and focus group discussions were analysed using inductive content analysis. Descriptive statistics revealed prioritisation of accessible infrastructure, inclusive learning materials and supplies. Binary logistic regression analysis indicated that accessible infrastructure, learning materials and educational supplies, sanitation, and ICT/assistive facilities significantly predicted improved inclusive education among teachers, while extra-curricular activities were insignificant. Accessible infrastructure, inclusive learning materials, sanitation, and extra-curricular activities significantly predicted improved inclusive education among pupils, while ICT/assistive facilities were not significant. The study concludes that accessible infrastructure, inclusive learning materials and supplies provide the basis for inclusive education and recommends coordination and targeted implementations of CSR initiatives to enhance inclusive education.