Abstract
<title>Abstract</title> <p>The utilisation of the Force Account approach in educational infrastructure delivery has gained increasing attention in Tanzania; however, its effectiveness in enhancing secondary school infrastructure outcomes remains insufficiently documented. This study examined the influence of the force account approach on the implementation of educational infrastructure projects in government secondary schools in Tanga City. The study was guided by the Principal–Agent Theory and adopted a qualitative case study design. Data was collected through semi-structured interviews, focus group discussions, and documentary review involving school leaders, procurement officers, ward officials, local builders, and community representatives. Findings reveal that the Force Account approach enhances cost efficiency by reducing contractor-related expenses and promoting the use of local labour and competitive procurement practices. The study further shows that transparency and accountability are strengthened through committee-based procurement systems and stakeholder participation in planning, budgeting, and implementation processes. In addition, community involvement was found to improve oversight, reduce resource misuse, and enhance ownership of school infrastructure projects. However, variations in cost savings and implementation effectiveness were observed across schools, largely influenced by institutional capacity and supervision practices. The study concludes that the Force Account approach is an effective strategy for improving educational infrastructure delivery when supported by strong stakeholder collaboration, transparent procurement systems, and effective oversight mechanisms. The study recommends strengthening capacity building for school committees and enhancing monitoring systems to improve consistency in implementation across schools in Tanzania.</p>