Abstract: The study focused on the influence of quality assurance services towards improving supervision of public secondary schools in Arusha City Council. Objectives were to; assess the extent to which secondary school quality assurance department fulfill their duties in public secondary schools and determine the contributions of quality assurance services in improving supervision of public secondary. Total Quality Management (TQM) theory and a cross- sectional research design was adopted in this study. Sample size consisted of 113 respondents (5 QAOs, 1 DEO, 10 SHs, 59 ATs, 8 WEOs, 10 school board members and 20 parents) in which both probability and non-probability sampling techniques were used to get respondents. Data were collected through questionnaires, interview guide and document analysis. Validity was established through expert judgement whereas reliability was determined using Cronbach Alpha Coefficient method, where for ATs r=0.777 and for SHs r= 0.974. Credibility and dependability of qualitative data was established through detailed reporting of the research process. Descriptive statistics was used to analyze quantitative data   in the SPSS version 26.0 and results were presented in tables while qualitative data were analyzed thematically alongside the research questions and presented in narrative forms. The results show that the services provided by QAOs contribute towards improving the extent to which SQA department fulfills its duties in supervision of public secondary schools. The study recommends that quality assurance services should be institutionalized and education should be provided to education stakeholders involved in SQS in order to make it effective and bring about the desired results.

Abstract: The study investigated the role of inspection on academic achievement of Anglican Church of Uganda primary Schools in Eastern region of Uganda. The study aimed at getting a clear view on the importance of school inspection on academic achievement, the challenges hindering School Inspection and the possible effective ways to improve on the challenges hindering School Inspection on academic achievement of Anglican Church of Uganda founded primary Schools in Eastern Region of Uganda. Descriptive research design was used during data collection and analysis. The findings revealed that school Inspection is important on academic achievement in the following ways: ensures that high standards are maintained and there is continuity of development in the education system. Some of the challenges hindering School Inspection were insufficient resources to support the work of inspectors, lack of professional persons to do the work and absence of materials to be used (tools) for inspection of schools. The possible effective ways to improve the challenges hindering the role of school Inspectors in schools were training of inspectors and provision of monitoring and inspection tools. The study recommends the government to commit its resources towards school inspectorate department for effective monitoring of the quality education provided. The Anglican Church of Uganda should empower the inspectorate department and support them to carry out inspection to all Schools founded and sponsored by the Church. The District Education Officer in partnership with the Church should make use of the inspection findings and recommendations to improve performance.

Abstract: The study investigated the implementation of Christian Religious Education Curriculum (CREC) in Anglican Church of Uganda founded primary schools in Eastern Uganda. The assessment was based on a qualitative investigation that employed three methods to collect data: document analysis, classroom observation, and interviews. The results showed that; the aims and objectives of CRE are to inculcate moral ethical and spiritual integrity, tolerance, and human fellowship. Reasons for the implementation of CRE in Primary Schools are: to offer a framework for understanding the context of moral living, to develop students’ abilities to improve on their moral lives and understand their own religion and its values, The challenges hindering the implementation of Christian religious education curriculum in Primary Schools are; Teachers focused their greatest attention on measuring written works especially in cognitive attainment rather than affective and psychomotor behavior. Inadequate Religious education textbooks, Lack of induction training and refresher courses for teachers of Christian Religious Education in primary Schools. It is recommended that the Government of Uganda should accept Christian Religious Education to be taught and examined as a separate subject in primary School. Support supervision by the Inspectors to ensure that teachers prepare Christian Religious Education and teach as planned by the NCDC. The ministry of Education and Sports working hand in hand with the NCDC, and foundation bodies should ensure that regular workshops and trainings for all teachers of Christian Religious Education are conducted to empower them with the new methods and skills of handling the subject.

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.

Received July 11, 2020; Revised October 19, 2020; Accepted October 30, 2020

Abstract: Principal’s inadequate supervision strategies on curriculum have continued to affect effective curriculum implementation. The study’s objective: to assess principal’s influence on supervision strategies on teacher’s use of professional records for effective curriculum implementation. The study was guided by Management by Walking Around “MBWA” (Tom & Robert, 1982) and Three Minute Classroom Walk Through (Downey, 2004). The study adopted descriptive survey design. The study targeted 40 principals, 300 teachers and 280 prefects in all 40 public secondary schools in West Pokot sub-county. Questionnaires were used to collect data from principals, teachers and prefects. Document analysis guide was used to obtain information from public records. Validity of the instrument was established through experts’ opinions, while its reliability was computed by Pearson rank correlation coefficient, significance value of 0.8 was accepted. The research yielded both quantitative and qualitative data. Quantitative data was analysed by use of descriptive statistics and qualitative data was analysed through thematic analysis. Both were analysed with the help of Statistical Programme for Social Sciences (SPSS) version 23. The analysed data was presented using frequency distribution tables and bar graphs. The study’s finding was most principals were inadequate in supervision of teacher’s use of professional records. The study concluded that actual principal supervision on professional records was weak as explained by poor performance in KCSE results. The study recommends that the Ministry of Education to provide in-service proficiency courses to principals on the supervision of curriculum. The Ministry of Education is expected to benefit by generating policies from the study.