The Role of Internal School Quality Assurance Officers in Monitoring Teachers' Instructional Practices in Public Secondary Schools in Ubungo Municipal Council, Tanzania

Abstract

This study assessed the role of Internal School Quality Assurance Officers (ISQAOs) in monitoring teachers’ instructional practices in public secondary schools in Ubungo Municipal Council, Tanzania. Guided by the pragmatist research philosophy, a convergent mixed-methods design was employed, collecting data through questionnaires, interviews, and documentary review from a targeted sample of 356 respondents, with 306 successfully involved, selected through purposive and simple random sampling techniques. Quantitative data were analyzed using descriptive statistics, including frequencies, percentages, and mean scores, while qualitative data were analyzed thematically. The study revealed that the role of ISQAOs officers included monitoring teachers’ instructional practices by maintaining established standards, evaluating the effectiveness of teaching, and providing feedback. The study concludes that ISQAOs significantly enhance instructional practices through quality monitoring, adherence to standards, and feedback mechanisms, although their accountability function remains weak. It recommends strengthening accountability systems, enhancing ISQAOs’ involvement in setting instructional standards, and supporting continuous professional development for teachers. Further studies should employ a descriptive cross-sectional design, include more schools, and be conducted in other municipal councils to enhance generalizability.