Date of Award

2024

Degree Type

Thesis

Degree Name

Master of Education (MEd)

First Advisor

Dr. Tage Biswalo

Second Advisor

Peter Kajoro

Department

Institute for Educational Development, East Africa

Abstract

This study investigates the practices and impact of School Self-Evaluation/Internal School Quality Assurance (SSE/ISQA) on academic achievement in secondary schools within the Mara region of Tanzania. Employing a qualitative approach and case study design, 41 participants were purposefully sampled, including school administrators, teachers, and students. Data collection involved semi-structured interviews, focus group discussions, and document analysis, with thematic research applied for data interpretation. Key findings revealed that specific SSE practices, including teacher-student collaboration, follow-up on teaching and learning, and the provision of examinations, positively influence academic achievement. However, stakeholders displayed mixed perceptions towards SSE/ISQA, with concerns about transparency and potentially negative consequences for participants. Challenges hindering effective SSE/ISQA implementation included stakeholder perceptions, inadequate education and training, teacher shortages, time constraints, and conflicts between school committees and internal SSE/ISQA processes. Considering all this, SSE/ISQA has the potential to positively impact academic achievement by identifying areas for improvement. Recommendations include comprehensive training programs for stakeholders, fostering a culture of trust and transparency, addressing teacher shortages, and promoting coordination between school committees and SSE/ISQA teams. These recommendations aim to enhance SSE/ISQA implementation and improve secondary school academic outcomes.

First Page

1

Last Page

95

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