Contribution of School Quality Assurance Supervisory Role on Teacher’s Efficacy in Public Secondary Schools in Monduli District, Tanzania

Flora Peter Agapiti
Teacher; Esilalei Primary School,
P.O Box 58- Mto wa Mbu, Arusha .
Email: flora.agapiti2@gmail.com

Paul Raphael Kitula (PhD)
St. Augustine University of Tanzania (SAUT), Arusha.
P.O Box 12385 – Arusha, Tanzania.
Email: kitula07@gmail.com

Abstract: This study assessed the contribution of school quality assurance supervisory role on teachers’ efficacy in public secondary schools in Monduli district. Specifically, the study examined the teachers’ views on the role of SQA and established the influence of SQA supervisory roles on teachers’ efficacy. The study was guided by Role theory and it used convergent parallel design under mixed methods approach. It targeted teachers, heads of schools, Ward Education Officers, District Education Officer and District School Quality Assurer. The study sample consisted of 72 teachers (selected randomly), 8 heads of schools, 5 WEOs, one DSQA and 1 DEO, who were purposively selected, making a total of 87 respondents. Questionnaires and interview guides were used as tools for data collection. These tools were validated by experts in research. Cronbach alpha was used to test the reliability (SQ=0.76 and TQ=0.88). The collected data were analyzed using descriptive statistics whereby mean scores, frequencies and percentages were generated. Thematic analysis was used for qualitative data and presented in words being supported by direct quotations. The study found that SQA supervisory roles directly influence teachers’ efficacy. The study recommended to the government to emphasize on the supervisory roles by SQA so as to make them in a better position of executing their responsibilities. It was also recommended for the government of Tanzania, through the ministry of education, science and technology, to monitor the implementation of different policies pertaining to the roles of SQA.