Quality Assurance Officers Research Articles

Influence of Strategy Implementation on Academic Performance in Public Secondary Schools in Kenya: Case Study of Bungoma County

Strategy management is crucial for organisational success, but the relationship between strategy management and performance remains unclear. In the context of public secondary schools in Kenya, the Ministry of Education has directed schools to develop and implement strategic plans. However, some schools face challenges in their strategy management. This study aimed to examine the impact of strategy implementation on academic performance in public secondary schools in Bungoma County, Kenya. The study population included 258 principals, 1,290 heads of departments, 258 bursars and quality assurance officers from 258 public secondary schools in the county. Data were collected through questionnaires, interviews, and document analysis. The results indicated a strong positive relationship between strategy implementation and academic performance in public secondary schools. It is concluded that schools that successfully implement strategies to improve education outcomes are more likely to achieve higher academic performance than schools that do not. Recommendations of the study are that streamlining strategy formulation, implementation, and evaluation processes in public secondary schools, enforcing policies to enhance education quality and access, and empowering schools to develop tailored strategic plans are highly encouraged. These findings can inform the Ministry of Education and other education stakeholders in improving policies and practices related to strategy implementation and academic performance in secondary schools

Effectiveness of government policy interventions towards enhancing access to pre-primary and primary education by street children in North Rift Kenya

An estimated 150 million children live on the streets globally, with many not enrolled in school. This growing issue requires urgent attention. UN Sustainable Development Goal 4, Target 5, aims to eliminate educational disparities for marginalized groups like street children, emphasizing the need to address prejudice in education access.The Kenyan government has developed measures to improve all children's access to education, particularly at the pre-primary and primary levels, in light of its signature on the United Nations convention. Government funding for the creation and execution of policy initiatives targeted at improving the access to education for these socially marginalised populations has been consistently large. Many street children still do not go to school though. In this regard a study was conducted to assess the effectiveness of government policy interventions towards enhancing access to pre-primary and primary education by street children. The study used mixed method research and pragmatic paradigm. By using both purposeful and random sampling, a sample size of 322 was selected. The respondents comprised of Street children, county directors of education, quality assurance officers, officers in the Department of Children Welfare, urban primary school teachers, non-governmental organisations, and community-based organisations that assist street children. Data was collected using observation guides, in-depth interviews, and questionnaires. Descriptive and inferential statistics as well as theme analysis were used to analyse the data, respectively. The results showed a statistically significant relationship between government policy interventions and street children's access to pre-primary and primary education in North Rift Kenya; specifically, the national pre-primary education policy had a Pearson correlation coefficient of 0.711, while the inclusive education policy had a coefficient of 1.0. The research additionally demonstrated the necessity of reinforcing the involvement of other relevant parties in improving street children's access to pre-primary and primary education.

Components in Lesson Planning for Secondary School Teachers in Tanzania: Implications for Supervision and Teachers’ Training

Purpose. The purpose of the study was to identify specific components of a lesson plan that teachers struggle to design. Methodology. The study used a qualitative research approach and an exploratory case study design. The criterion-purposeful sampling technique was employed to select eighteen (18) participants from six public secondary schools in the Kilimanjaro region of Tanzania. The study participants comprised six heads of secondary schools, six internal school quality assurance officers, and six teachers. Through semi-structured interviews and document reviews, data on specific components of the lesson plan that teachers find challenging to design was collected. The reviewed documents included school performance evaluation reports (SPERs) and lesson plans. The researchers employed thematic analysis methods. The study also followed all necessary principles of research ethics, including obtaining participants’ consent and employing pseudonyms. Results. The study found that teachers were struggling in formulating a coherent statement of specific lesson objectives, teaching and learning materials, and teaching and learning activities. The study also demonstrated that teachers faced difficulties in selecting effective teaching and learning approach, establishing assessment criteria, and conducting proper lesson evaluation. Conclusion. We conclude that inadequate design of one component of the lesson plan negatively affects the overall quality of the lesson plan, the delivery of lessons in the classroom, and the quality of education. Therefore, instructional supervisors and teacher trainers must take immediate action to assist teachers in developing lesson planning skills. This endeavour will not only result in improved lesson planning and delivery by teachers, but it will also contribute to an overall improvement in student learning and educational quality.

Practicality of Case Study Assessment Practice in Enhancing Students’ Active Learning in English Subject in Public Secondary Schools in Same District, Tanzania

The aim of this study was to investigate practicality of case study assessment practice in enhancing students’ English active learning in English subject in public secondary schools in Same district, Tanzania. The study was guided by Discovery learning theory. The study employed mixed methods approach whereby convergent research design was used to collect quantitative and qualitative data in one phase. Target population for this study included District Quality Assurance Officers, public Secondary School English language teachers, heads of language departments and form three students in public Secondary School in Same District. Stratified random and purposive sampling techniques were used to determine the study sample that consisted of 402 respondents. The study used questionnaires and interview guides in data collection. Quantitative data was analyzed using descriptive statistics in form of percentages, frequencies and mean scores whereas qualitative data from the interview guides was analyzed thematically by transcribing information, coding them and generating themes according to the research questions. The researcher considered research ethics such as confidentiality and anonymity. The study found that teachers in public secondary schools in Same district use to a low extent flipped classroom in assessment processes. The study revealed that, project-based assessment practices are rarely used in public Secondary Schools in Same district. Thus, the study concluded that case studies assessment practices were used public Secondary Schools of Same district by small number of teachers. The study recommends the government should prioritize more on resources, and teacher training to improve case studies assessment practices, ensuring practicality and supporting schools in promoting student active learning.

Industry 5.0 in Manufacturing: Enhancing Resilience and Responsibility through AI-Driven Predictive Maintenance, Quality Control, and Supply Chain Optimization

This integrative literature review investigates the transformative impact of artificial intelligence (AI) on manufacturing, focusing on AI-driven predictive maintenance, machine learning-based quality control, and AI-driven supply chain optimization. By examining current literature, the study highlights AI's potential to automate and revolutionize manufacturing operations, enhancing efficiency, resilience, and transparency. The study's conceptual framework is grounded in three primary pillars: AI-driven supply chain optimization, predictive analytics, and machine learning-based quality control, each contributing to the overall enhancement of manufacturing efficiency, resilience, and transparency. The methodology involves a comprehensive review of scholarly articles, reports, and academic publications, focusing on AI applications in predictive maintenance, quality control, and supply chain optimization. The analysis reveals significant improvements in operational efficiency and resilience due to AI, alongside concerns about biases, transparency, and implementation issues. The findings confirm AI's transformative potential in manufacturing but emphasize the necessity for ongoing supervision, regular audits, and the development of AI models capable of detecting and rectifying operational anomalies. The study proposes creating jobs such as AI Manufacturing Oversight Officer (AIMOO), AI Manufacturing Compliance Officer (AIMCO), and AI Manufacturing Quality Assurance Officer (AIMQAO) to ensure responsible AI utilization, maintaining the integrity and efficiency of manufacturing operations while addressing implementation challenges. The review concludes that AI is promising for transforming manufacturing; however, careful implementation is crucial to uphold operational integrity and resilience. Future research should prioritize longitudinal studies to evaluate AI's long-term impact, focus on addressing implementation concerns, and ensure fair and transparent integration of AI technologies. These findings have significant implications for practice and policy, underscoring the need for robust frameworks and regulatory measures to guide the effective use of AI in manufacturing.

Resilient Supply Chains in Industry 5.0: Leveraging AI for Predictive Maintenance and Risk Mitigation

This integrative literature review investigates the transformative impact of artificial intelligence (AI) on supply chain management, addressing the pressing need for efficiency and robustness through AI-driven predictive maintenance, machine learning (ML), and decision support systems. By examining current literature, the study highlights AI's potential to automate and revolutionize supply chain operations, enhancing speed, accuracy, and risk management capabilities while identifying significant challenges such as bias mitigation, algorithmic transparency, and data privacy. The methodology involves a comprehensive review of scholarly articles, reports, and academic publications, focusing on AI applications in predictive maintenance, risk mitigation, and decision-making processes. The analysis reveals significant improvements in operational efficiency and accuracy due to AI, alongside concerns about biases, transparency, and implementation issues. The findings confirm AI's transformative potential in supply chain management but emphasize the necessity for ongoing supervision, regular audits, and the development of AI models capable of detecting and rectifying operational anomalies. The study proposes creating roles such as AI Supply Chain Oversight Officer (AISCO), AI Supply Chain Compliance Officer (AISCCO), and AI Supply Chain Quality Assurance Officer (AISQAO) to ensure responsible AI utilization, maintaining the integrity and efficiency of supply chain operations while addressing implementation challenges. The review concludes that AI is promising for transforming supply chains; however, careful implementation is crucial to uphold operational integrity and resilience. Future research should prioritize longitudinal studies to evaluate AI's long-term impact, focus on addressing implementation concerns, and ensure fair and transparent integration of AI technologies. These findings have significant implications for practice and policy, underscoring the need for robust frameworks and regulatory measures to guide the effective use of AI in supply chains.

Integrative Approaches to Internal Quality Assurance in Junior High Schools: Exploring Impacts on Student Learning, Teacher Effectiveness, and School Management

The concept of Internal Quality Assurance (IQA) in Indonesian junior high schools is examined in this study, focusing on its effects on student learning, teacher effectiveness, and school management. Employing a qualitative case study method, the research involved teachers, students, administrators, parents, local education authorities, and Quality Assurance officers. Through in-depth interviews and thematic analysis, findings reveal that IQA enhances classroom organization and student engagement, while providing valuable feedback and professional development for teachers. Despite these benefits, challenges include increased administrative tasks and potential teacher burnout. IQA also improves resource management but requires adaptation to specific local needs. The study advocates for an IQA approach that balances educational quality with community impact, emphasizing the importance of managing stress and administrative burdens to optimize benefits. Limitations noted include biases from self-reported data, recommending future mixed-methods research to expand participant diversity.

College of Education: Tutors’ Perceived Professional Practice and their Well-Being

The well-being of tutors is a multifaceted concept encompassing various dimensions of their physical, emotional, and social health. The study examines the tutor’s perceived professional practice and their well-being. A descriptive research design was used for the study. The accessible population was four out of the seven colleges of education with a sample size of 202 tutors’’. A standardized instrument was adapted with an alpha value of .869. From the findings, it was evident that some of the variables in the well-being factors predicted higher than others. The environmental well-being factors revealed that 7 out of 9 items of respondents believe that their College of Education environment was conducive to effective professional practice. However, 2 out of the 9 items, the respondents were in disagreement with because they were of the opinion that their college of education environment affects their effectiveness and efficiency in their professional practice in 21st-century tertiary education. To this, it was recommended that educational managers, administrators, quality assurance officers and other stakeholders of the colleges should formulate policies that will enable tutors’’ to continuously develop themselves professionally and also improve their professional practice. it is also recommended that tutors’’' personal well-being factors should be factored into their condition of service by stakeholders to enhance their self-esteem to perform their professional practice

Examining Ways of Social Science Curricula on Students' Life Skill Acquisition in Secondary Schools of Mbeya Region

This study examined ways through which social science curricula implementation can be employed in enhancing students' acquisition of life skills in community secondary schools of Mbeya region in Tanzania. The study was guided by an objective that aimed to examine ways in which the implementation of social science curricula can enhance students' acquisition of life skills. The study employed an interpretivism research philosophy, interpretivist qualitative research approach and a case study research design. This study had 50 participants in total, including 10 heads of community secondary schools, 20 social science subject teachers and 20 head prefects from selected community secondary schools. Data were gathered using observation and focus group discussion. The study findings were analysed through transcribing field results as acquired by equipment, sorting and synthesizing data into categories and developing themes. The study results found theoretical implementation of social science curricula which does not match with the students' acquisition of life skills. The study concludes that the social science implementation is done through stakeholders like Ministry of education, Science and Technology, teachers, students, parents, education officers and school quality assurance officers to mention a few. The implementation is lacking students' acquisition of life skills. The curricula implementation was found to have no relationship between social science curricula and students acquisition of life skills.

An Assessment of the Influence of Special Needs Education Resources on Management of Inclusive Education in Public Primary Schools in Nakuru East Sub-County, Kenya

Inclusive education has become a worldwide practice because it boosts child rights, especially the right to basic education. Management of inclusive education in primary schools is critical if the education sector is to realize set objectives. The purpose of the study was to examine the influence of special needs education (SNE) resources on the management of inclusive education in public primary schools in Nakuru East Sub-County, Kenya. The specific objectives included establishing the influence of available teaching and learning resources for SNE and SNE teachers' competence in the management of inclusive education in public primary schools in Nakuru East Sub-County. The study was supported by two theories, namely Classical Liberal Theory of Equal Opportunity and Social Darwinism and Systems Theory. The research used a mixed-methods approach. This study used a descriptive, explanatory research design. The target population was 520 respondents, including 437 pupils with disabilities, one quality assurance officer, 4 guidance and counselling teachers, and 4 head teachers. A sample of 170 respondents was selected. Questionnaires for Headteachers, Guidance and counselling Teachers, and Pupils with disabilities and interview schedules for Quality assurance officers were adopted to collect primary data. After cleaning this data by looking for errors in the entries, different descriptive statistics like the variation of coefficient, frequencies, standard deviation, mean score and percentages were assessed for all the quantitative information and variables presented using tables. Inferential statistics such as regression analysis were computed using Statistical Package for Social Sciences version 27. On the other hand, qualitative information was analyzed through the use of content analysis. Regarding the availability of teaching and learning resources for SNE, the study found that the schools had adequately adapted textbooks and hearing aids for SNE. Further, regarding the SNE teachers' competence, the study established that it was uncertain whether many of the teachers at their schools had received special education training. The study concluded that SNE teachers' competence (β=0.737, p-value=0.006<0.05) had the greatest influence on the management of inclusive education in public primary schools in Nakuru East Sub-County, while available teaching and learning resources for SNE (β=0.541, p-value=0.003<0.05) had the least influence on the management of inclusive education in public primary schools in Nakuru East Sub-County. The study recommended that head teachers and teachers should be taken for some SNE management training by the government through seminars organized by the Ministry of Education in order to be able to cater to the learners with special needs in regular schools. The findings might be used by the Ministry of Education and education stakeholders to enhance the quality of inclusive education in public primary schools in Nakuru East Sub-County, Kenya.

Implementation of Quality Assurance Systems in East African Public Universities: A Preliminary Assessment

Worldwide, it is acknowledged that education is the engine of national development as it empowers individuals to improve their skills and reduce inequality on various fronts. Higher education plays a significant role as agents in achieving Sustainable Development Goals (SDGs). The drive for quality assurance in higher educational institutions has recently become key, especially when evaluating their performance. The establishment of quality assurance offices and setting regional, national and university policy frameworks are some of the key strategies to improve quality of education. Despite the quality assurance institutionalization and the policy frameworks in place, the general performance of universities remains problematic. Using documentary review of literature, focus group discussions and interviews of academic staff in two East Africa Universities, this paper documents and examines the difficulties in implementing quality assurance systems in African Public Universities. The study discovered that scarce financial resources, inadequate human resources, negative perceptions, lack of better understanding about what the Office of Quality Assurance does and doesn’t do and poor physical infrastructure are the major difficulties hindering the implementation of effective quality assurance systems in higher institutions of learning. Ideas for improvement include availing more funds to the quality assurance units and granting them more autonomy.

Assessement on the Impact of School Resources on Principals’ Administrative Duties in Selected Public Secondary Day Schools in Maara Sub-County, Kenya

The administration and management of principals imply the arrangement of human and material resources available in education and their methodical use for the fulfilment of educational goals. The following objectives guided this study: the influence of finances on principals’ administrative duties in public day secondary schools, the influence of human resources on principals’ administrative duties in public day secondary schools, and the influence of the community surrounding the school on principals’ administrative duties in public day secondary schools in Maara Sub-County. The descriptive survey design was employed in this study to characterize the behaviour of all independent and dependent variables in order to establish a relationship between them. The current research was conducted in Tharaka Nithi County, specifically in the Maara sub-county. The current study’s target group will include parents, class lead instructors, a Quality Assurance Officer, and school principals affiliated with public day secondary schools in Maara Sub-County, Tharaka Nithi County, totaling 162. The sampling frame included 125 people chosen from a pool of 162 people living in Maara Sub-County in 2020. A questionnaire, an interview guide, an observation checklist, and a document analysis guide were used to collect data. The data collected was examined using descriptive statistics. Descriptive statistics make use of central tendency behaviour to assess data. The study found that respondents (mean 4.00) agree that ICT infrastructure improves engagement of teachers and learners in modern forms of knowledge acquisition; textbooks and note books lead to excellence in academic outcomes; and teaching aids, primarily audio-visual, increase learners’ resilience to life. The study found that school building design improves teacher retention, which improves academic success; laboratories promote practical work, which improves academic achievement; and conducive classrooms improve teachers’ and students’ attitudes, which improves academic accomplishment. The study found that teachers’ professional discharge of duties improves educational quality and thus academic achievement; school administrators who can organize the process of teaching and learning to promote the school mission improve academic achievement; and teachers’ experience, knowledge, and teaching skills improve their effectiveness and thus academic achievement. The study found out that, number of students admitted in secondary schools over the last five years (2018-2022) has increased, however, there has been a decerease in KCPE men grade over the last five years. This might be as a result 100% transition from primary school to secondary school. The research also found that instructional resources, physical facilities, and human resources all had an impact on a student’s academic progress in public secondary schools.

Competence-Based Assessment in Pre-primary School Classrooms: The Case of Pre-primary Schools in Dar es Salaam Region, Tanzania

This article is based on the study which sought to examine assessment practices in pre-primary classroom settings. Specifically, the study sought to examine pre-primary school teachers’ knowledge of competence-based assessmentstrategies and abilities to employ competence-based assessment strategies in improving classroom teaching and learning. A descriptive case study design was employed in which 15 quality assurance officers, 15 head of schools and15 pre-primary school teachers from Kinondoni, Ilala and Temeke Municipalities of Dar es Salaam Region were involved. The data were collected through interviews, observations and documentary reviews and the analysis was done using thematic analysis approach. The findings indicated that teachers lacked a clear understanding of competence-based assessment strategies such as natural observations, checklists, oral interviews, peer interviews, cumulative forms, rating scales, projects and portfolios. The findings also revealed that most of the pre-primary school teachers were not able to employ competence-based assessment strategies in improving classroom teaching and learning as they were mostly using traditional ways of assessing children development such as written exercises, tests, and examinations. Based on these findings, it is recommended that Tanzania Institute of Education (TIE) should conduct regular training on competence-based assessment to enable teachers understand what it entails and how it can be effectively implemented. It is also recommended that Tanzania Institute of Education (TIE) should specify pre-primary school assessment strategies and tools which are reflective of the Tanzanian context so that the pre-primary school teachers do not encounter challenges in employing them. Lastly, it is recommended that teacher training institutions, including universities, should adopt competence-based teaching and learning styles during the preparations of teachers who will then work in pre-schools and colleges.

Challenges Facing Enforcement of University Quality Assurance Standards in Fostering Compliance in Tanzania

Compliance with quality assurance standards worldwide requires universities to be strongly enforced by external and internal quality assurance bodies. Tanzania, as in the case of other countries, enforces quality assurance standards through national and institutional quality assurance bodies. Despite such efforts, non-compliance cases are still found at various university stakeholders’ levels. This study explored the challenges in enforcing quality assurance standards to foster universities’ compliance in Tanzania. The qualitative approach and multiple embedded case study design informed the study. Data was collected from the four public and private universities involving 46 participants who were purposively selected. In addition, data was gathered through focus group discussions, individual interviews and documentary reviews and then analyzed by content analysis. The study found that academics' resistance to quality monitoring of teaching, financial challenges, inadequate quality assurance awareness, quality assurance officers acting as police officers, underestimating the quality of tests, and lack of detailed national guidelines for some enforcement initiatives were the challenges encountered in enforcing quality assurance standards. Such challenges impede the successful enforcement of quality assurance standards. Therefore, they contribute to the universities' non-compliance cases. As such, this study recommends that national and institutional quality assurance bodies continue educating and guiding their stakeholders about the essence of quality assurance standards and how to implement each enforcement initiative to foster compliance. Also, universities must keep searching for multiple sources of funds to enhance their financial stability and sustain quality assurance standards.

Competence-Based Curriculum in Tanzania: District School Quality Assurance Officers’ Understanding and Practices

This study focuses on investigation of district school quality assurance officers’ (DSQAOs) understanding of competence-based curriculum (CBC) and how they conduct CBC quality assurance in secondary schools in Tanzania. The study employed interpretive paradigm, qualitative approach, a case study design, and was guided by Bernstein's theory of the pedagogic device. Forty (40) respondents were purposively and conveniently selected including DSQAOs (n = 12), head of schools (n = 4), and teachers (n = 24). Data generation methods were semi-structured interviews, participant-assisted drawings, and documentary review; while content and thematic analyses were employed. Findings revealed that DSQAOs had varied understandings of CBC. Some understood CBC as a curriculum that supported students’ studies and learning environment. Others understood it as a curriculum that supported students’ acquisition of competences needed in their daily life; while others failed to explain its meaning. Moreover, DSQAOs conducted classroom observations and gave feedbacks for improving teaching and learning activities in schools. However, DSQAOs’ use of harsh language to teachers, limited time during school visit, inadequate report writing, and lack of clear conceptualization of CBC concepts hindered effective support to teachers. The study concludes that in order to conduct effective CBC quality assurance in schools, selection of competent DSQAOs and regular trainings are imperative.

Effects of Monitoring of Teaching and Learning on the Implementation of Competency-Based Curriculum (CBC) in Early Childhood Development (Ecd) Centres in Meru Central Sub-County

The competency-based curriculum (CBC) is a set of courses or syllabi, which promote learning areas in which the learner is gifted and skilled. The curriculum was adopted in Kenya in January 2017, when such a change occurs in education various stakeholders and resources are needed to be considered for smooth implementation. However, in Kenya, various stakeholders have expressed concerns regarding implementation of CBC. The purpose of this study was to find out the effects of monitoring of teaching and learning on the implementation of competency- based curriculum (CBC) in early childhood development (ECD) centres In Meru Central Sub-County. Lewin’s Theory of Planned Change guided the research. With adoption of descriptive research design, the study targeted 84 head teachers, 256 ECDE teachers and one Sub-County Curriculum support officers (CSO) in Meru Central Sub County. The study used a sample size of 14 head teachers, 51 ECDE teachers and the CSO in charge of education in the sub county. A simple random sampling was adopted to select participating schools and stratified sampling to select the head teachers, purposive sampling was used to consider ECDE teachers as the respondents for the study and the CSO. The main data collection tools to be used in this study included; questionnaire for head teachers and the ECDE teachers, interview schedule for the CSO and the observation guide that also guided the researcher on the availability of the instructional resources. The study quantitative data was analyzed using descriptive statistics modeled in percentages, mean and standard deviation while inferential statistics was correlated using Pearson product moment correlation. Qualitative data was analyzed using themes and prose. Discussion of the data was made, conclusion drawn from the findings and the study made conclusions recommendations and suggestions based on the research findings. The study found that that head teacher frequently monitors lesson attendance for effective implementation of CBC and invites quality assurance officers in school. The study concluded that Teachers held positive perceptions towards implementation of CBC as the head teachers were constantly following the curriculum implementation process right from classroom activities. The study recommended that the government should purchase more computers in schools for successful integration of technology in CBC program due to increasing population in schools. The purchasing of teaching and learning resources should also be prioritized especially for practical work and preparation of teaching aids for teachers.

The Influence of Monitoring and Evaluation (M&E) Information on Project Success in Teacher Colleges in Tanzania

This article explores the influence of Monitoring and Evaluation (M&E) information on project success in teachers’ colleges in Tanzania. To attain the intended objectives five hypothesis were developed and tested by using Structural Equation Modelling (SEM). The study applied descriptive, cross-sectional and correlational survey design within the framework of a mixed methods approach. Census technique was applied to include public teacher colleges and all College Management Team (CMT) members in the study. Either, Ministerial Education Officials and Zonal Quality Assurance Officers were involved in the study as key informants. The result of hypothesis testing revealed that M&E information was positively related to project success. Availability of clear data collection system, regular conducted meeting with stakeholders, community involvement in project M&E and information to team members were all positive and significantly related to project success. It was revealed that regularly prepared and disseminated M&E reports were not significantly related to project success. The study recommends that teacher colleges should employ modern information and communication tools in collecting project data, also teacher colleges should ensure that involvement of the community adds value economically, it is gender and social responsive as well as it focuses on capacity building and improving social well-being of the entire community.

ENHANCING TEACHING AND LEARNING STRATEGIES FOR PUBLIC PRIMARY SCHOOL EDUCATORS TO ACCOMMODATE VERNACULAR LANGUAGE DIVERSITIES IN HANANG DISTRICT, TANZANIA

<p>The study assessed public primary school teachers' strategies for accommodating learners with vernacular language backgrounds in Hanang District, Tanzania. The study involved 110 participants, including 44 teachers and 49 pupils, 4 Ward Education Officers, 1 School Quality Assurance Officer, 1 District Primary Academic Officer, and 11 head teachers. The study employed a mixed research approach. The study selected the sample size using simple random and purposive sampling, and we collected the data through questionnaires, interviews, and observation. The collected data was analyzed using computer software, Statistical Package for Social Sciences (SPSS version 20). The study's findings indicated that most public primary school teachers in Hanang used multiple teaching strategies, such as songs, total physical response, questions and answers, the direct method, and reading aloud, to accommodate pupils with vernacular language backgrounds. These strategies were most frequently employed in lower levels, exceptionally standard one and two. Further, primary school teachers were using teaching and learning materials like pictures, photographs, drawings, cards, flip charts, and natural objects. Also, primary school teachers assess and evaluate their pupils through written exercises, tests, questions and answers, and oral quizzes. The study concluded that multiple teaching strategies helped learners with vernacular backgrounds in public primary schools to master Kiswahili. Also, the assessment and evaluation tools in public primary schools effectively accommodated all pupils’ capabilities and levels of skills. Therefore, teachers should construct standard tests. Hence, the study recommended that the Ministry of Education, Science and Technology (MoEST) organize seminars, workshops and in-service training (IN-SET) to update and impart new knowledge to the teachers on using teaching strategies and preparing practical assessment tools. The government should also employ enough primary school teachers specialized in early childhood education, construct many classrooms and supply sufficient and relevant teaching and learning materials.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0016/a.php" alt="Hit counter" /></p>

The Effects of School Quality Assurance on Teachers’ Performance in Public Primary Schools in Iringa District, Tanzania

The study focused on the district of Iringa, Tanzania of school quality assurance (SQA) on teachers’ performance in public primary schools in Iringa, Tanzania. The research used a qualitative approach, hence, purposive and snowball sampling technique employed to acquire the required data. Targeted populations involved the Quality Assurance Officer, public primary school teachers, district education officer, academic teachers and head teachers. Moreover, data were collected through interview and focus group discussion and data were analysed thematically with direct quotation. Arguably, SQA involves systematic monitoring and review of education programs to maintain and improve the quality, equity and efficiency. For teachers, SQA is believed to improve their work performance and professional growth and therefore positively influence the teaching and learning processes. For instance, studies have also shown that SQA activities help teachers to attend school and classes, improve their school curriculum delivery as well as classroom management skills. The findings showed that SQA helped schools to improve and was effective in different aspects such as; teachers’ classroom assessment, discussion with teachers after classroom assessments, providing classroom assessment reports, advising higher authorities on issues related to school improvement as well as strengthening internal SQA.

Human Resource Factors Influencing Gender Disparity in Development of Early Childhood Education Teaching Profession in Kakamega East Sub-County, Kenya

Education determines how well people can relate to and communicate with one another. Despite this view, the gaps in education opportunities in most developing countries are large. Public schools in Kakamega East Sub-County haven’t escaped the waves of gender disparities that have affected both private and public schools in Kenya. This study, therefore, sought to establish the influence of human resource factors on gender disparity among ECDE teachers. The study was supported by social role theory. A descriptive survey study design was used, which is primarily concerned with the generic statistics that derive from the extraction of data from respondents. The area of study was Kakamega East sub-county, situated in Kakamega County, Kenya. The target population was 1,106, including head teachers, deputy head teachers, teachers, program officers, and quality assurance officers (QUASO). Data was collected from a sample of 260, comprising 37 head teachers, 37 deputy head teachers, and 184 teachers, using questionnaires and interviews. A pilot study was conducted to appropriately validate the research instruments in advance before the real research commenced. Cronbach’s alpha (α) as a coefficient method to establish the reliability of the research instruments revealed a coefficient of 0.783, which shows that the instrument was reliable. Data was collected from the teachers in line with the three study objectives using questionnaires and interview schedules. Data obtained from the research instruments were analyzed inferentially and descriptively with the help of a statistical package for social sciences (SPSS) version 22. Quantitative data was summarized to quantify the strength of the association between the variables, and the researcher conducted a regression analysis to establish the effect of selected factors on gender disparity. Results were presented in tables. The findings revealed that human resource factors have a positive influence on gender disparity (t = 14.572, p<0.05) and explain 45.9% of the variance. It was concluded that human resource factors had a significant influence on gender disparity in the early childhood education profession. It was therefore recommended that human resource factors be considered in the recruitment of early ECD teachers. It is hoped that this study may help policymakers consider encouraging males to enroll in ECDE teaching.