Secondary School Quality Assurance Strategies Used in Improving Students' Academic Achievements in Moshi Municipality
Abstract
This study aimed to assess secondary school quality assurance strategies used in improving students’ academic achievements in Moshi municipality. The study used Scientific Management theory, which was developed by Fredrick Taylor (1911). The study mainly focused on four research questions, which sought information on quality assurance strategies used in improving students’ academic performance in secondary schools. The study used a stratified and simple random sampling technique to get the respondents to participate in the study. The target population comprised secondary school students, secondary school teachers, heads of schools and secondary school quality assurance. In order to get data from the respondents, the researcher used questionnaires for secondary school students, questionnaires for secondary school teachers’ interview guides for secondary school quality assurers and interview guides for Heads of schools. Quantitative data was analysed in the form of frequencies and percentages and presented in tables with the help of the Statistical Package for Social Sciences (SPSS) Version 21. Qualitative data was analysed through building themes, narration and direct quotations from respondents. Research findings revealed that school quality assurance was an important service in all schools. Based on the findings, there were several strategies used by secondary school quality assurers in Moshi Municipality, such as observation, provision of feedback, arranging a school visit, advisory role as well and professional training. Also, the role played by school quality assurance in ensuring the academic achievement of students in secondary schools around Moshi Municipality was through the proper following of their quality assurance strategies. Again, the findings revealed that secondary school quality assurances had poor working conditions since they were suffering from a lack of enough capital to run quality assurance activities in schools and trained quality assurance personnel were few compared to the demand. These situations hinder them from performing their duty effectively and efficiently. Another challenge reported by quality assurers was poor cooperation among heads of schools who tend to see quality assurers as their enemies, and in such cases, quality assurers seem to lack accountability, which is a powerful force for students’ academic improvement. The study also suggested that the budget for school quality assurance be increased to cover the cost of visiting more schools timely, and including workshops or training for teachers to improve their performance. The number of school quality assurances should also increase so as to avoid much burden on quality assurers, which will make them perform their work effectively and efficiently.
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