| dc.creator |
Fungilwa, Angelus C. |
|
| dc.date |
2022-03-03T14:18:03Z |
|
| dc.date |
2022-03-03T14:18:03Z |
|
| dc.date |
2021 |
|
| dc.date.accessioned |
2022-10-20T14:15:54Z |
|
| dc.date.available |
2022-10-20T14:15:54Z |
|
| dc.identifier |
Fungilwa, A. C. (2021). Effectiveness of internal school quality assurance in teaching and learning among public secondary schools in Tanzania, a case of Njombe town council (Master's dissertation). The University of Dodoma, Dodoma. |
|
| dc.identifier |
http://hdl.handle.net/20.500.12661/3436 |
|
| dc.identifier.uri |
http://hdl.handle.net/20.500.12661/3436 |
|
| dc.description |
Dissertation (MA Education) |
|
| dc.description |
This study explored the effectiveness of the internal school quality assurance system (ISQA) on students’ learning in public secondary schools. The study was guided by two theories: Scientific Management theory and Human Relations Theory. The study employed the qualitative approach with phenomenological research design. It involved 90 teachers, 3 members of the ISQA team, 4 chairpersons of the ISQA team, 3 heads of schools, 1 Ward Education Officer, 1 District Education Officer and 1 District School Quality Assurer, making a total of 103 participants. Data were generated by open-ended questionnaires, semi-structured interviews and reviewing of documents. The results indicated that ISQA system in schools has contributed towards monitoring and evaluation of teaching and learning in secondary schools. It was also found that ISQA has enhanced teachers’ accountability for their teaching including the improved quality of education provision. The results also indicated that ISQ Assuers assisted the heads of schools on issues related to school administration and in building school collective efficacy. It was further found that the majority of teachers had a positive perception on the establishment of the ISQA system in schools and that it was perceived to be a tool for facilitating an improved students’ performance. However, there were few teachers who commented that it was introduced to bulldoze the teachers in their workplaces. It was also found that ISQA teams faced a number of challenges such as lack of training, limited time, teachers’ rigidity and the shortage of teaching and learning materials that hampered effective execution of ISQA programmes. The study concludes that the ISQA system improves the quality provision of education in schools despite the challenges impeding the effective operation of the ISQA activitiess. For effective implementation of the ISQA in secondary schools, teachers need training for them to be able to execute ISQA key responsibilities and the government needs to deploy secondary school teachers including the provision of teaching and learning materials in schools. |
|
| dc.language |
en |
|
| dc.publisher |
The University of Dodma |
|
| dc.subject |
Internal school |
|
| dc.subject |
Quality Assurance System |
|
| dc.subject |
QAS |
|
| dc.subject |
Public secondary schools |
|
| dc.subject |
Public schools |
|
| dc.subject |
Secondary schools |
|
| dc.subject |
Secondary students |
|
| dc.subject |
School teachers |
|
| dc.title |
Effectiveness of Internal School Quality Assurance in Teaching and Learning among Public Secondary Schools in Tanzania, A case of Njombe Town Council |
|
| dc.type |
Dissertation |
|