Community Satisfaction with Classroom Construction: Force Account versus Traditional Contracting in Malinyi District, Tanzania

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Community satisfaction plays a critical role in sustaining rural public-school infrastructure by shaping local ownership, participation and long-term maintenance. This study compared community satisfaction with classroom construction projects implemented through Force Account (FA) and Traditional Contracting (TC) in Malinyi District, Tanzania. Using a cross-sectional mixed-methods design, data was collected from 384 respondents using a three-point Likert scale (not satisfied, neutral, satisfied) and six focus group discussions involving 48 participants. Quantitative data was analysed using descriptive statistics and Pearson’s chi-square tests, with Cramer’s V assessing association strength. Qualitative data was analysed thematically. The results show statistically significant differences across all indicators of community involvement and socioeconomic benefits. Respondents reported higher satisfaction under FA regarding participation in planning and implementation, job creation, wage fairness and timeliness, local business support and skills development. Qualitative findings corroborate these results, highlighting greater transparency, local ownership and capacity building under FA than TC. The study concludes that construction delivery approaches shape not only technical outcomes but also community experiences and perceived benefits. It recommends strengthening participatory, locally embedded practices in classroom construction while selectively integrating technical efficiencies from Traditional Contracting.