Abstract:
This study investigated the practices of School Quality Assurance Officers (SQAOs) in facilitating
curriculum implementation in Tanzanian secondary schools. Using a qualitative case study research
design, the study examined the stages and areas of quality indicators employed by SQAOs in this
process. The study targeted 11 participants, including 1 municipal educational officer, 9 School
Quality Assurance Officers, and 1 zonal chief of SQAOs from the eastern zone located in Morogoro
Region. Semi-structured interviews, focus group discussions, and document reviews were conducted,
and the data was analysed thematically. The study identified several stages used by school quality
assurance officers in facilitating curriculum implementation in secondary schools. These stages
include involving all key educational stakeholders in the schools’ development, using the School SelfEvaluation Form for evaluation, SQAOs' preparation before school visits, gathering evidence, and
communicating with stakeholders. Additionally, the study highlighted six focus areas during SQAOs'
visits to schools: learners’ achievement, the quality of teaching and learning assessment, the quality of
the curriculum in meeting learners' needs, the quality of leadership in learning and resource
management, the quality of the school environment and its impact on security, and community
engagement in schools. The study concluded that SQAOs play a crucial role in helping schools meet
and accomplish educational goals. |
