This study explored how public primary school head teachers in Iringa and Mufindi Districts, Tanzania, collaborate to address the educational needs of vulnerable pupils. Grounded in Joyce Epstein’s theory of collaboration, the research used a mixed-methods convergent design to collect both quantitative and qualitative data. A sample of 32 schools, 32 head teachers, 64 welfare teachers, and 394 vulnerable pupils was selected using both probability and non-probability techniques. Data were gathered through validated questionnaires, interviews, and observation guides, with reliability confirmed using Cronbach’s alpha 0.791 for welfare teachers and 0.716 for vulnerable pupils. Quantitative data were analyzed using SPSS, while qualitative data were thematically analyzed with QDA Miner and Turbo Scribe. Results showed that collaborative strategies such as engaging businessmen, charities, community groups and conducting pupil clubs-positively impacted vulnerable pupils’ education. It was concluded that a significant relationship was found between head teachers’ collaboration efforts and addressing educational needs of vulnerable pupils. The study recommended head teachers to strengthening partnerships and inclusive school activities.
Keywords: Collaboration, Educational Needs, role of public primary school head teachers, vulnerable pupils
