Browsing by Author "Kassim, Khadija Said"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Contribution of External Quality Assurance in Improving Instructional Practices among Heads of Schools and Teachers in Secondary Schools in Zanzibar
    (The Open University of Tanzania, 2024) Kassim, Khadija Said; Matete, Rose Ephraim
    In this study, we explored the contribution of External School Quality Assurance (ESQA) towards the improvement of instructional practices among Heads of Schools (HoSs) and teachers in secondary schools in Zanzibar. A mixed-methods research approach coupled with a convergent parallel design was employed to generate data. Simple random and purposive sampling techniques were used to get the study participants. Data were collected from the Kaskazini Region in Unguja. The study involved 167 teachers, 12 HoSs, 1 REO, 2 DEO, and 11 ESQ assurers. Data were collected through questionnaires, interviews, and documentary review and analyzed through content analysis and bar charts. The findings indicate that although ESQA has a great contribution to the improvement of instructional practices, classroom observation was not effectively carried out by ESQ assurers. The findings also indicate that ESQ assurers created fear and tension among teachers because teachers knew that their work performance was to be reported to higher authority. The findings indicate further that there were irregular school visits which hindered the HoSs' and teachers’ effective improvement of instructional practices. The key argument in this study is that the current ESQA is ineffective in enhancing instructional practices in secondary schools. For ESQA to contribute to the improvement of instructional practices among HoSs and teachers, ESQ assurers need to concentrate on classroom observation. The government needs to support the ESQA with both human and financial resources and training programmes for the ESQ assurers are equally imperative for effective monitoring of the quality of education in secondary schools.
  • Thumbnail Image
    Item
    The contribution of school quality assurance for the improvement of instructional practices in secondary schools in Zanzibar
    (AJOL, 2024) Kassim, Khadija Said; Matete, Rose Ephraim; Mwinjuma, Juma Saidi; Ali, Habibu Dadi
    The study investigated the contribution of school quality assurance in the improvement of instructional practices in secondary schools in Zanzibar. While employing a convergent parallel design, the study involved 167 teachers, 12 Heads of Secondary Schools, 11 External School Quality Assurers, 2 District Education Officers, and the Regional Education Officer, totalling 193 participants. Data were collected through interviews, documentary reviews, and questionnaires. Data were analysed through pie charts and content analysis. The results indicate that although ESQA plays a significant role in improving instructional practices in secondary schools, it was found that the respective authorities did not work on the ESQA reports and recommendations. The results also indicate that ESQ assurers had inadequate knowledge and technical competency in instructional supervision. It was again found that ESQ assurers used unfriendly language to the Heads of Schools (HoSs) and teachers. The results indicate that the ESQ assurers were few and the budget for ESQA was insufficient to enable them to perform their work efficiently and effectively. It is concluded that ESQA plays a significant role in the improvement of the quality of education and thus the ESQA Department needs to be strengthened by providing financial resources and relevant training programs to the ESQ assurers for effective monitoring of the quality of education provision in the country. The owners of the schoos and responsible authories need to take immediate actions upon receiving ESQA reports to achieve the desired impact in secondary schools.