Abstract:
The main purpose of this study was to explore community perceptions of their participation in
sustaining community primary community schools. A qualitative study, framed within an interpretivist
paradigm, drawn on a multiple case study design was used. Two community primary schools, namely,
Karangara and Buhoma community primary schools were purposively chosen as cases of study. The theory
of Action of Talcott Parsons guided this research. The data was generated using focus group discussions and
interviews and analysed using thematic analysis. Purposive sampling was used to select 28 participants who
are community members (parents and non-parents), community leaders, head teachers, and the District
Education Officer. Findings reveal that community members are willing to develop and maintain their
primary schools as expressed in their perceptions of offering labour and resources to the school, Inter-linkages
and dependencies between community and School. These findings are of great importance to the Ministry of
Education, teachers, communities, parents, and students, as it will guide policy formulation that improves the
levels of community participation and sustainability of community schools in Uganda. Structure and
guidelines should be developed by the Ministry of Education to assist in strengthening school-community
collaborations to enhance community participation in education.
