Date of Award

2024

Degree Type

Thesis

Degree Name

Master of Education (MEd)

First Advisor

Dr. WINSTON E. MASSAM

Department

Institute for Educational Development, East Africa

Abstract

This research study aimed to explore the influence of standardized assessments as a means of enforcing teacher accountability in public secondary schools in Nanyamba Town Council, Mtwara region, Tanzania. The study employed a qualitative research approach and a case study design, focusing on two public secondary schools. Purposive sampling, simple random sampling, and stratified random sampling techniques were used to select two heads of schools, ten teachers, and four parents, respectively. Data collection methods included face-to-face interviews, focus group discussions, and document analysis. The findings emphasize stakeholders' support for a collective and holistic approach to education accountability, emphasizing the role of standardized assessments in system-wide improvement. Internal school supervision by empowered heads of schools is deemed more motivating for teachers than external accountability based solely on test scores. The study further highlights the adverse effects of standardized assessments, such as teacher stress, focus on content memorization and teaching to the test, resulting in cheating in examinations, and a shift away from holistic competency assessment. Investment in capacity building for school leaders and quality assurance bodies is identified as crucial. However, some heads of schools were seen to favor the strategy for teacher class-attendance control while a minority of teachers perceived potential self-improvement as received warning letters. Challenges identified include psychological distress to teachers, increased teacher workload, inadequate resources due to imbalance utilization of financial resources for examinations, political interference, mistrust and unhealthy competition among teachers at neighboring schools, and a lack of teacher professional development opportunities as some teachers were denied study leave. The study recommends adopting a collaborative and holistic accountability approach, repurposing standardized assessments for system-level evaluation, integrating formative assessments, empowering school leaders for instructional supervision, and investing in training and resources. Further research is suggested to explore alternative accountability models, conduct longitudinal studies on multi-perspective accountability, and investigate the relationships between inputs and learning outcomes.

First Page

1

Last Page

91

Download

Share

COinS