Influence of Monitoring and Evaluation Practices on Performance of Construction Projects in Public Secondary Schools in Ifakara Town Council, Tanzania

Abstract

This study examined the effects of Monitoring and Evaluation (M&E) practices on the performance of construction projects in public secondary schools in Ifakara town council, Tanzania. Using a positivist philosophy and a descriptive research design, data were collected from 119 respondents, complemented by six key informant interviews and documentary review. Findings demonstrated that stakeholder involvement had a significant and positive effect on project performance with (Beta = 0.725, p < 0.001), similarly, data collection & reporting had a significant and positively effect on project performance with (Beta = 0.286, p < 0.001) feedback utilization also had a significant and positive effect on project performance with (Beta = 0.295, p < 0.001). All these variables were strong and positive predictors of project performance, indicating that improvements in these areas substantially enhance projects outcomes. The study concludes that robust M&E systems characterized by inclusive stakeholder engagement, reliable data processes and timely feedback mechanisms, significantly improve the performance and sustainability of school construction projects which is consistent with Stakeholder theory and Accountability theory. The study recommends that district council should prioritize inclusive stakeholder engagement, ensuring that teachers, parents, students, and community leaders are actively involved in planning and monitoring processes, as this was the strongest predictor of success. Also, there is a need to establishment of robust data collection and reporting systems. Finally, feedback utilization must be institutionalized, with clear mechanisms for integrating lessons learned and stakeholder input into ongoing and future projects.