A Data Descriptor on Community Participation in School Governance in São Tomé and Príncipe,

This data descriptor introduces a novel, longitudinal dataset documenting community participation in school-based management in São Tomé and Príncipe from 2021 to 2024. It addresses a critical empirical gap regarding the implementation of decentralised education policy in Lusophone Africa, where participatory governance is widely endorsed yet inadequately evidenced. The dataset was generated through a sequential mixed-methods study. Quantitative data derive from structured surveys of 450 parents and school council members across 30 purposively sampled schools. Qualitative data comprise 60 semi-structured interviews with headteachers, local officials, and community leaders. Triangulated data collection occurred in three waves (2021, 2023, 2024), capturing temporal dynamics. Preliminary analysis of the curated dataset indicates a positive association between formal training initiatives and community engagement in budgetary oversight. It further reveals persistent structural constraints, including pronounced gender disparities in leadership positions and uneven application of participatory frameworks across regions. The dataset, archived with a persistent identifier, provides granular, time-series evidence on the mechanisms of school-level governance. It serves as a foundational resource for researchers and policymakers evaluating or designing context-sensitive strategies to strengthen democratic accountability and inclusive education management, in alignment with broader sustainable development objectives.