Internal quality assurance approaches adopted for quality teaching-learning in secondary schools in Mvomero district, Morogoro Tanzania.
| dc.contributor.author | Julius, Kitaraga I. | |
| dc.date.accessioned | 2026-06-05T08:33:16Z | |
| dc.date.issued | 2020 | |
| dc.description | A Research Report Submitted to Mzumbe University as a Partial Fulfilment of the Requirements for award of Master’s Degree of Arts in Education (MA-EDU) of Mzumbe University. | |
| dc.description.abstract | The study investigated internal quality assurance approaches adopted for quality teaching-learning in Mvomero District secondary schools, Tanzania. Three specific objectives guided the current study which was to (1) to identify the internal quality assurance approaches adopted for quality teaching-learning process, (2) to examine the internal quality assurance approaches adopted and implemented for quality teaching learning process and (3) to examine the outcome of the adopted internal quality assurance approaches for quality teaching-learning process in secondary schools guided the study. Also, three management theories for quality assurance namely; Deming, continuous improvement and Juran’s theories were used. Quantitative and qualitative data for this cross-sectional design were collected through questionnaires and interview. A study used a sample of 96 respondents who were selected through random and purposive sampling procedures from 3 selected schools. Qualitative data were thematically analysed while quantitative data were analysed via SPSS version 25 and presented in frequencies and percentages. The study found that school self-valuation, internal inspection and supervision, teachers’ appraisal and classroom management approaches were mainly adopted and enforced in schools. The findings ascertained that every school works on its own action plan in ensuring quality teaching and learning process. The study established that the implementation of internal quality assurance approaches in secondary schools was contextual. The study further identified improving academic performance, positive rapport and collaboration between teachers, learners and school leadership, effective execution of subject syllabuses and continuous improvement culture as the outcomes of internal quality assurance approaches in teaching and learning process. The study recommends that schools should recognise the role of internal school quality assurance team or department (ISQAT/D) as mechanism that influence quality teaching and learning. Also, school should create the culture of carrying out an internal evaluation for quality teaching and learning. The study recommends policy makers to empower ISQAT in terms of approaches to ensure quality education is attained through an internal mechanism. | |
| dc.description.sponsorship | Private | |
| dc.identifier.citation | APA | |
| dc.identifier.uri | https://scholar.mzumbe.ac.tz/handle/123456789/2085 | |
| dc.language.iso | en | |
| dc.publisher | Mzumbe University | |
| dc.subject | Adopted quality teaching | |
| dc.subject | Teaching-learning process | |
| dc.subject | Quality assurance-teaching | |
| dc.subject | Internal quality assurance-education | |
| dc.subject | Juran’s theories | |
| dc.subject | Learning process | |
| dc.title | Internal quality assurance approaches adopted for quality teaching-learning in secondary schools in Mvomero district, Morogoro Tanzania. | |
| dc.type | Thesis |