The making of education governance reforms has led to the transfer of school management powers to teachers' and parents' representatives through primary school management committees. However, the committees have been found to be inadequate in ensuring that collective action is taken by their male and female members in most low- and middle-income countries. In response, this paper examines the possibilities that collective action by school committees is related to gender inequality, controlling for demographic and socio-economic factors across the rural (Iringa District) and urban (Arusha City) contexts of Tanzania. The results of a simple linear regression analysis using Ordinary Least Square techniques show that gender inequality predicts the collective action in school committees in both Arusha City and Iringa District. However, the multiple linear regression model predicts gender inequality in Arusha, and not in Iringa, controlling for membership experience and occupational status for both the rural and urban samples. This paper has implications for both policy and practice. In particular, the next round of school autonomy reforms needs to consider the criteria for school committee membership to incorporate membership experience and occupational status into the qualifications of parents' representatives. In practice, head teachers need to devise innovative, sustainable approaches using the readily available resources to provide planning, budgeting and monitoring skills-based training to newly elected parent representatives.